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INTERMEDIATE 


FRENCH COURSE, 


IN ACCORDANCE WITH 


THE ROBERTSONIAN SYSTEM • 

OF 

TEACHING MODERN LANGUAGES. 


ARRANGED BY 


\J 

LOUIS ERNST. 



GEORGE R. LOCKWOOD, 

SUCCESSOR TO 


ROE LOCKWOOD & SON. 

LIBRAIRIE AMfcRICAINE ET ^TRANGfeKE, 
BROADWAY, No. 411. 

1863. 


fCzio a i 


Entered according to Act of Congress, in the year 1860, by 
EOE LOCKWOOD & SON, 

In in “,t-fk's Office of the District Court of the United States for the 
Southern District of New York. 


The Robertsonian Series comprises the following Works: 

INTRODUCTORY FRENCH COURSE— (inpress) .JO.75 

INTERMEDIATE do. do. 1.00 

THE WHOLE FRENCH LANGUAGE... 1.25 

KEY to do. do. . 75 


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PREFACE. 


The present work, based on Eobertson’s higher les¬ 
sons, entitled “The Whole French Language,” is de¬ 
signed for those who do not wish to enter upon so pro¬ 
found an analysis as is contained in that celebrated 
course; and with a view to this, the admirable Text, 
Conversational Exercises, and Sentences for Oral Prac¬ 
tice, which are such striking characteristics of this 
popular system of teaching, have been retained entire 
and without change, while the difference of this book 
from the preceding one will be found to consist chiefly 
in the more simple arrangement of the grammatical ex¬ 
planations—the rules being presented with greater re¬ 
gard to a regular method of progression, and followed 
by a suitable number of exercises for home prepara¬ 
tion. To those who are not already familiar with Pro¬ 
fessor Eobertson’s captivating mode of instruction, the 
following summary of its more prominent features will 
also prove interesting. 

Among these the Text would seem to deserve partic¬ 
ular notice, being not only an original and attractive 
narrative, but one so singularly imagined as to offer 
in turn, and in the course of a few pages only, all the 



iv 


PREFACE. 


various grammatical and idiomatical peculiarities of tlie 
French language, together with a complete vocabulary 
of the words likely to occur in familiar discourse. 

A portion of this text is taken up at each lesson, and 
read over carefully, until the pronunciation and mean¬ 
ing of the expressions contained in it have been fully 
mastered, when sundry questions, exclusively made up 
of the words already seen, and readily answered with 
small fragments of the text, will be found to establish 
from the first a short but Animated Dialogue between 
the master and student, and to remove, in a very inge¬ 
nious maimer, the difficulties usually met with in begin¬ 
ning French Conversation. 

Not content with this, however, and feeling the im¬ 
portance of an early habit of Composition, a num¬ 
ber of Sentences for Oral Translation, also devoid ot 
expressions not explained before, have been added; 
and these, prepared with an especial view to display 
the many ways in which the words learned may be 
transposed so as to express new ideas, cannot fail to 
prove an excellent exercise to accustom the pupil to 
speak French, and to understand the language when 
spoken. They conclude the First Part of each Lesson, 
which is invariably kept so far exclusively practical, in 
its nature being especially intended for those who feel 
impatient to speak as speedily as possible. 

The Second Part, on the contrary, is dedicated to 
the theory of the language, and explains, in a series 
of clear and easy rules, all the difficulties of French 
Grammar and Syntax. It contains also Numerous 
Progressive Exercises for home practice, and a Key 
by which many thousand new words may be acquired 


PREFACE. 


. v 


with facility, and in a very short time. This is per¬ 
haps one of the happiest illustrations of Professor 
Robertson’s Method; for while it encourages consider¬ 
ably the early efforts of a beginner, it at the same 
time tends materially to smooth his first steps by doing 
away entirely with the necessity of referring to the 
dictionary — a plan which will be fully appreciated 
by those who have experienced the many perplexing 
doubts usually attending such consultations. 

As to the best plan to be pursued in studying this 
book, it has been sufficiently ‘explained in the notes 
added for that purpose to the First and Second Lessons. 

The General Index, at the end, has been prepared 
with great care, and can be fully appreciated only by 
frequent use. 


L. E. 


I 


CONTENTS. 


Preface ,«•»••••••••••••••••*********** 

First Forty Lessons for Learning to Read, Write, and Speak French 

Synoptical Table of the Article... 

Principal Rule for the Gender of Nouns. 

Review of the Gender of Nouns. 

Of the Degrees of Comparison.. 

Formation of the Feminine of Adjectives.. 

Formation of the Plural of Nouns and Adjectives. 

Auxiliary Yerb, Avoir , to have. 

« “ Eire , to be. 

Model of the First Conjugation, Farler, to speak. 

“ “ Second “ Finir , to finish. 

“ “ Third “ Vendre, to sell. 


PAGE 

iii 

1 

10 

6 

156 

29 

51 

95 

34 

48 

55 

62 

70 


Why a particular Model of Conjugation for the Verbs in Oir has 

been omitted. 

Model of the Pronominal Form of Conjugation, S’amuser, to amuse 


one’s self. y ' 

Review of the Personal Pronouns. 208 

The principal Adverbs. 600 

“ “ Prepositions. 608 

“ “ Conjunctions. 621 

Recapitulation of the Numbers. 327 

The principal Interjections. 329 

Concluding Lessons for Translation and Idioms. 335 

General Index and Alphabetical Grammar, comprising all the 
Rules, Observations, and Exceptions contained in this work, and 
giving a complete list of the Radical Irregular Verbs. 355 

























INTRODUCTORY LESSON* 


ALPHABET. 

There are 25 letters in French, viz.: 

A, B, C, D, E, F, G, H, I, J, K, L, M, N, 
O, P, Q, R, S, T, U, V, X, Y, Z. 

NAMES OF THE LETTERS. 

The vowels are called as they are pronounced, for which see 
Table on next page, and the consonants usually take some vowel 
sound either before or after them, thus: 

Ba, sa, da, eff, zaf ash, zee,f kah, ell, emm, enn, 

pa, ku,J err, ess, ta, va, eeks, egrec, zedd. 

PRONUNCIATION. 

French, in this respect, does not differ from English as much 
as is generally imagined; and to show it in as clear a light as 
possible, the following Table, containing all the peculiarities of 
French pronunciation in alphabetical order, has been prepared. 
This table is, however, not intended to be learned at once by 
heart, but rather to be used as a sheet of reference. It will be 
well, nevertheless, to read it over a few times before attempting 
the difficulties indicated for immediate study in observation on 
page x. 


* Much of this chapter has been extracted from a little book, by the Edi¬ 
tor, called “ A Curious Inquiry into the. French and English Lexicology ,” a 
work which could not fail to prove a valuable assistant to the student of the 
Robertsonian System, containing as it does, among other things, a complete 
collection of all the words alike or nearly so in both languages, 
t z should be here sounded as z in azure. 

% u should be here sounded as w in sweet. See Table on next page. 




nu 


ALPHABETICAL TABLE 

OF ALL THE PECULIARITIES OF FRENCH PRONUNCIATION. 


A* 


B* 

C* 


D* * * § 

E* 



.is sounded 

as 

In 

Ex. 

Jh If 

AT* 

AXL 




a 

„ Date. 

Aide. 

Unless followed by final 
d, r, s, or t, when it.... 



a 

ah-ye. 

„ Rare. 

••••••••• 


Air. 

Detail. 

AIN$ 




an 

„ Sang.% 


Vain. 




en 

„ Encore.% 


Ample. 

AN$ 

ATT* 




en 

„ Encore.% 

Yi 

Angle. 




au 

„ Beau. 


Chapeau. 







Bible. 


hard before a , o, u, l, r, 




[ Canal,code,cu- 
i be,client,crime 
j Centre, citron 
\ cycle. 

Facade. 







CH* 













Charlotte. 

Unless followed by l or 





Chloride. 



1* 



.. 


Double. 


(unaccented) is always 
silent when final, except 
in the small words: Ce, 
d.e, je, le, me. ne. que, se, 
and te ; in which it has 
' the indistinct sound ex¬ 
plained below. 

It is also silent between 


E 
E 

£ 

EIN$ 

EINE 

£m| 

ENj 


g, a, or o. .. .. 

It is sounded as in Bell 
at the beginning of a 
word; or in the middle 
if followed by any two 
consonants, and before 
c,f, l, r, t, ce. when these 
belong to the same syl¬ 
lable as the e . 

In all other cases it has 
the indistinct sound of 

ein Battery. . 

with an acute accent (') 
with a grave accent (' ) 
with a circumflex ac¬ 
cent O. 


Pole. 

Pigeon. 


Unless preceded by i, 

when it. 

ent is silent when the mark 
of the 3d pers. plur, 
verbs. 


It 

tt 

tt 

ft 

tt 

ft 


a 

a 


„ Date. 
„ Rare. 


„ a „ Rare. 

„ an „ Sang.% 

„ ay-ne. . 

„ en „ Encore.% 

„ en „ Encore.% 


tt 

tt 

tt 

t> 

tt 

tt 

tt 

tt 


ark ) 

. in v, 


tt 


an „ Sang.% 


ns at the §nd of a word.. 


a 


Date. 


Estimable, 
belle, nectar. 

Batter ie. 

Echo. 

Niece. 

Reverie. 

Teint. 

Seine. 

Temple. 

Ensemble. 

Bien (well). 

| lls parlent 
(they speak); 

| read il parle. 
Barter 

(to speak); read 
parle. 


* The letters or combinations of letters marked with an asterisk, are pronounced the same in French as 
in English. 

t The examples have been generally selected from among the expressions alike in both languages, not 
to embarrass the beginner with too many foreign words at the outset of his studies. 

The combinations of letters marked thus J are called nasal sounds. It will be well to remember that 
ail nasal sounds cease to be so when^followed by a vowel, or if the in or n is doubled. Ex. Dame , innocent. 

§ The model words marked thus are mere approximatives, and should be used only in the absence of a 
toncher. 














































PECULIARITIES OF FRENCH PRONUNCIATION 


ru .is sounded as 

It has, however, a less 
broad sound when not 
followed by r or il. . 

when final. „ 


in 


EZ 


F* 

G* 


H* 

I* 


IM$ 

IN± 


J* 

K* 

L* 


LL 


M* 

IS* 

o* 


p* 

Q* 

R* 

S* 

T* 


TI 


a 


bard before a,o,u,l,r.. 


soft before e, i, y. 


V* 

X* 

Y* 


GN* 


Date. 


Ex. 

••I 


Azure, 


n 


is generally silent. 


is liquid when preceded 

by i . 

Unless at the beginning 
of a word, when it.... 


11 

11 


11 

11 

11 

11 

11 

11 


an 

an 

z 


„ Sang 4 
„ Sang § 
„ Azure. 


11 

11 

11 


11 

11 


OI 

OM$ 

ON'j 

OU* 

PH* 


has two sounds in Eng¬ 
lish ; sometimes that of 
t proper, and at others 
that of sh: in the for¬ 
mer case it does not dif¬ 
fer from the French, in 
the latter it should be 
pronounced like s*. . 


11 

11 

. 

11 

11 

11 

..... 

11 

11 

11 


11 

11 

11 

11 

11 

oh-ah. 

11 

11 

11 

on 

11 

n 

11 

on 

11 

11 

11 


11 

11 

11 


11 

11 

11 


11 

11 

11 


11 

11 

11 


11 

11 

11 


11 

11 

it 


11 


Song § 


1 ' 

11 

11 


tTM$ 

TXnj 


But it is silent between 
g and e, or i, also after q. 


11 

11 

11 


Z* 


is equivalent to ii.. . 

In Loyal, therefore, the 
first i is united to o, 
which forms the diph¬ 
thong oi, pronounced 
like wa in Water, and 
the second to the al, 
thus: loi-ial. When 
the y is not preceded by 
a vowel, however, it is 
sounded as i in Marine. 


11 

11 

11 

11 


w 

„ Sweet.% 

11 

un 

„ Sivng.S 

11 

un 

„ Sung4 

11 








IX 


Hauteur. 


Feu (fire). 
Parlez (speak); 
read parle. 
Fable. 

Gazette,gondo¬ 
lier, guttural, 
globe , grace. 
General , 
Gibraltar, 
gymnasium. 
Mignonnette. 
Thomas. 
Marine, 
Simple. 

Satin. 

Jovial. 

Koran. 

Long. 

Bouillon. 

Illegal. 

Muse. 

Noble. 

Oh ! Olive. 

Reservoir. 

Sombre. 

Concert. 

Routine. 

Page. 

Phenix. 

Antique. 

Rose. 

Six. 

Table. 


Institution , 
Suite, 

Guide, ques¬ 
tion. 
Humble. 

Un (one). 
Valve. 
Expression. 
Crayon. 


Style. 

Zone. 


* $ § See 1st, 3d, and 4th notes on previous page. 

















































































X 


INTRODUCTORY LESSON. 


OBSERVATION. 

We have seen, in the preceding Table, that most letters are 
alike or nearly so in both languages, and that the difficulties of 
French pronunciation are chiefly confined to the voices u, eu, and 
the nasals. It would, therefore, seem best to familiarize one’s self 
at once with these sounds, rather than lose time in the review of 
such as, by their similitude to the English, present no particular 
field for practice. To effect this successfully, they should be re¬ 
hearsed daily for some time, first singly, thus : u , eu , an,, in, on, 
un , and then united to other letters, using for that purpose some 
of the examples given, as : Suite , Hauteur , Feu , Ample, Simple , 
Sombre , Un, etc.; the word Le (the) could also be added to these 
as an appropriate study of the indistinct e. 

Among the consonants there are only two requiring especial at¬ 
tention, soft g and j, which ought both to be pronounced as 0 in 
Azure.- Many people, however, acquire the bad habit of prefixing 
a d to them, saying dgeneral, djovial ; this d should be strictly 
avoided. 


RULES FOR READING. 

Our remarks till now have been in the main limited to isolate 
letters or combinations; to read whole words or sentences, how¬ 
ever, there are yet two very important things to be noticed. 

lstly, That the French never sound any final consonant except 
c,f\ l , r, nor the e when at the end of a word unless accented; 
and, secondly, that an s when the mark of the plural or of certain 
persons in verbs does not cause the preceding letter to be pro¬ 
nounced. 

.Part should therefore he read as if spelled Par. 

Belle ,, ,, ,, „ Bell. 

Tables „ „ „ „ Table. 

Vends (sell) „ „ „ „ Vend. 

As to the custom of slurring every final consonant to the next 
word if beginning with a vowel or an h mute, the practice is not 
at all obligatory, and it will be best, in this respect, to consult 
one’s own ear, or the opinion of some person of taste, as is done 
in English. 



INTRODUCTORY LESSON, 


XI 


IRREGULAR WORDS. 


The following 

list comprises such expressions as 

deviate from 

the above rules. 

Those marked with an asterisk ( 

*) will be re- 

quired in the ear 

ly lessons of the Robertson : 



PRONOUNCED 


PEONOUNCED 

Amer, Bitter, 

Amere. + 

Lee* The, 

LL 

Atlas , Atlas, 

Atlace. 

Mars, March, 

Marce. 

Automne , Autumn, 

Autonne. 

Mer, Sea, 

Mere. 

Bapteme , Baptism, 

Bateme. 

Mes* My, 

ML 

Banc, Bench, 

Ban. 

Mills, 1,000, 

Mile. 

Blanc, White, 

Blan. 

Mo&urs, Habits, 

Meurce. 

Ces* These or Those, 

CL 

Monsieur, Sir, Mr., 

Mocieu. 

Chans, Chaos, 

Kao. 

(Eil, Eye, 

Euil. 

Cher,* Dear, 

Chere. 

Oignon, Onion, 

Onion. 

Clef, Key, 

Cle. 

Orchestre, Orchester, 

Orkestre. 

Compte, Account, 

Conte. 

Ours, Bear, 

Ource. 

Cuiller, Spoon, 

Cuillere. 

Outil, Tool, 

Outi. 

Des* Of the or from the, DL 

Phenix, Phenix, 

Phenixe. 

Deuxieme* 2d, 

Deuzieme ... 

Quadrupeds , Quadruped, Kouadrupedo. 

Dix ,% 10, 

Diss. 

Second,* 2d, 

Segond. 

Dixieme, 10th, 

Dizieme. 

Sept,% 7, 

Sett. 

Doigt, Finger, 

Doit. 

Ses* His, her, its, 

SL 

fschn. Echo, 

fkko. 

Six 4 6, 

Siss. 

Ennui, Ennui, 

En~nui. 

Sixiime,* 6th, 

Sizieme. 

Es* Art (thou), 

L 

Soixante, 60, 

Soissante. 

Ext* Is, 

L 

Tact, Tact, N 

Tacte. 

Femme* Woman, 

Famme. 

Tabac, Tobacco, 

Taba. 

Fer , Iron, 

Fere. 

Temps, Time, weather, 

Temp. 

Bier, Proud, 

FUre. 

Tes* Thy, 

TL 

Fils,* Son, 

Fiss. 

Tranquille, Quiet, 

Tranquile. 

Blanc, Flank, 

Flan. 

Tres, Very, 

Tre. 

Franc, Franc, 

Fran. 

Tronc, Trunk, 

Tron. 

Fusil, Gun, 

Fusi, 

Ville, Town, 

Vile. 

Gentil, Pretty, 

Genti. 

Vingt, 20, 

Vin. 

Huit , 8, 

Uitt. 

Vis, Screw, 

Viss. 


t The pronunciation has been here given in French, because the student can by this time most likely 
understand it, and, if not, it will prove an excellent reading exercise. 

$ The * in Dix and Six is, however, sounded like z, when these numbers are followed by a word be 
ginning with a vowel or an h mute, and it ia always silent before a consonant or an h aspirate. 

§ Sept is pronounced SS before a word beginning with a consonant oi an h aspirate. 












' 


* 






; K 



































































• ‘ ’ 





























! » 














































INTERMEDIATE 

FRENCH COURSE 


FIRST LESSON. 

FIRST DIVISION.-PRACTICAL PART. 

TEXT. 1 * 

LITERAL TRANSLATION. * 

Premiere ie^oii. 

First lesson. 

Lc jeiiBie Alexis Del silo sir etalt un assez 

The young Alexis Delatour was an enough 

bo si gar^osi, quf n’avait qu’un sent defaut, 

good boy who — had but one single fault 

la paresse. I?Iais, comfoieia de fois li’a-Uon 

the laziness. But how many of times —has—one 

pas dit <j9ic ce vice doime naissaiace a tons 

not said that this vice gives birth to all 

les ant res ? C’est un p rover be, vows le 

the others ? It is a proverb you it 

saves:. Dr, eons pensoes qsae les proverbes 

know. Now we think ** ** ** 

sow! generalcmenf vrais. 

are generally true. 


* Before making any attempt to read the text, the student should, if pos¬ 
sible, hear it five or six times from the mouth of either a native or some per¬ 
son well versed in French pronunciation ; and then familiarize himself thor¬ 
oughly with the spelling and meaning of each word. To promote the latter 
in particular, it will be well xo transcribe once or twice from dictation, and 
from memory, the whole of the literal translation, in small fragments of a 
few expressions at a time; such exercise being highly calculated to form the 
eye and ear. 

** When the translation of a word has been given, and that word occurs 
again, it ceases to be translated, unless it has another acceptation. 

1 





2 


FIRST LESSON. 


THE SAME IN' GOOD ENGLISH. 

Young Alexis Delatour was a good sort of fellow, who had 
but one fault, laziness. But how often has it not been said 
that this vice gives birth to all others ? It is a proverb, you 
know. Now, we think that proverbs are generally true. 


QUESTIONS AND ANSWERS FOR CONVERSATION* 


Whatjesson is this? 

Qui etait un assez bon gargon ?** 

What sort of a lad was young 
Alexis Delatour ? 

Combien de defauts avait 
Alexis ? 

What was his only fault? 

^ui n’avait qu’un seul defaut? 

WTiat gives birth to all other 
vices ? 

To what does this vice give 
birth ? 

What has been said many times ? 

What is laziness ? 

What do we think of proverbs ? 

What are generally true? 


C’est la premiere lepon. 

Le jeune Alexis Delatour 

O’etait un assez bon gar^on—or, 
Alexis etait un assez bon gar- 
<jon. 

Alexis n’avait qu’un seul defaut. 

La paresse. 

Le jeune Alexis Delatour. 

Ce vice—or, La paresse. 

Ce vice donne naissance k tous 
les autres. 

Que la paresse donne naissance k 
tous les autres vices. 

C’est un vice. 

Que les proverbes sont genera- 
lement vrais. 

Les proverbes. 


* These are intended to accustom the scholar to speak French, and to un¬ 
derstand the language when it is spoken to him. The questions have been 
so calculated as to be readily answered in French, either verbally or in wri¬ 
ting, by any one who has studied diligently the preceding text; and the an 
swers should therefore be covered during the recitation. 

** We shall put our questions in French whenever we can compose them 
of expressions and interrogative forms that are known. 





FIRST LESSON. 


3 


SENTENCES FOR ORAL TRANSLATION* 


TO BE TURNED INTO ENGLISH. 

Alexis etait jeune 

A'exis etait bon. 

Alexis avait un defaut. 

Alexis avait un vice. 

Alexis avait tous les vices. 

Ce gargon est jeune. 

Ce gallon est bon. 

Ce gargon est assez bon. 

Ce gargon a un defaut. 

Ce jeune gargon a un defaut. 

La paresse est un defaut. 

La paresse est un vice. 

La paresse donne naissance k tous 
les vices. 

Yous savez la premiere legon. 

Savez-vous la premiere legon ? 

Combien de legons savez-vous ? 

Combien deproverbes savez-vous? 

Nous pensons que le proverbe est 
vrai. * 

Nous pensons que les proverbes 
sont vrais.* 

Nous pensons que la paresse est 
un vice. 

Nous pensons que vous savez la 
premiere legon. 


TO BE TURNED INTO FRENCH. 

Alexis was young. 

Alexis was good. 

Alexis had a fault. 

Alexis had a vice. 

Alexis had all the vices. 

That boy is young. 

That boy is good. 

That boy is pretty good. 

That boy has a fault. 

That young boy has a fault. 

Laziness is a fault. 

Laziness is a vice. 

Laziness gives birth to every 
vice. 

You know the first lesson. 

Do you know the first lesson ? 

IIow many lessons do you know ? 

How many proverbs do you know? 

We think that the proverb is 
true. 

We think that proverbs are 
true. 

We think that laziness is a 
vice. 

We think that you know the 
first lesson. 


We here conclude that part of our lesson which is merely 
practical. Those persons who are. impatient to understand and 
speak as speedily as possible will find it sufficient; and we 
would advise them to postpone the perusal of the second 
division of each lesson until they have gone through all the prac¬ 
tical exercises contained in this volume. Our second division is 
especially dedicated to those who are desirous of obtaining an 
accurate knowledge of the principles of the language. 

* No new word being introduced in any of these phrases, they can and 
should be answered without referring to the opposite column. 






4 


FIRST LESSON. 


SECOND DIVISION—THEOEETICAL PAET. 

Le jeune Alexis , the young Alexis. La paresse , the idleness. 

Les proverbes , the proverbs. 

1. * The is translated by Le before a word masculine singu¬ 
lar; by La before a word feminine singular; and by Les be¬ 
fore a word plural of either gender. 

2. There is no neuter gender in French; and the names of 
the inanimate objects are therefore like those of the animate, 
either masculine or feminine. 

To determine which, recourse is generally had to the termina¬ 
tion, the principal rule being the following : 

3. Words ending with an unaccented e are feminine; those 
ending otherwise are masculine.—Ex. Le defaut , the fault; la 
naissance , the birth. 

The exceptions to this rule comprise a number of very neces¬ 
sary words, all of which have been carefully introduced in the 
course of these lessons. 

The words masculine by exception in the first lesson are : 
Vice , vice; Proverbe , proverb. Those feminine by exception 
are : Le$on , lesson; Fois, time. 

Qui n'avait q \j£un seul defaut, C'est , 

who had but one single fault. it is. 

4. To avoid the too frequent recurrence of two vowels follow¬ 
ing each other, small words, like le, la, ne, que, ce , etc., drop 
their final letter, and take an apostrophe before a word begin¬ 
ning with a vowel or h mute.—Ex. Vautre , the other. 

5. Ne is a particle placed before the verb in almost all 
negative sentences. Its use is, generally, simply to indicate the 
meaning of words of sijnilar orthography. 

In qui n'avail qu'un seul defaut, ne shows that que is to be 
translated by but or only , and not by that; as in que ce vice, 


* Every observation of importance, and every rule, bears a number, by 
neans of which we refer to it. 




FIRST LESSON. 


5 


tliat this vice; or que les proverbes, that the proverbs. In 
ria-t-on pas dit ? ne shows that pas is to be translated by not, 
instead of step , which is its meaning otherwise. 

6. The t in a-t-on ? does not mean any thing, and is intro¬ 
duced only for the sake of euphony. 

Que ce vice, C 'est un proverbe, 

that this vice. it is a proverb. 

7. Ce is sometimes a demonstrative adjective and sometimes 
a demonstrative pronoun. As an adjective, it always precedes 
a noun, and means this, or that; as a pronoun, it generally cor¬ 
responds to it, and is followed by the verb etre, to be; or a rel¬ 
ative pronoun. Though the neuter gender is not acknowledged 
by French grammarians, and indeed does not exist in substan¬ 
tives, this pronoun presents the characteristics of neutrality. 
When we say, “ C’est un homme , It is a man ; C'est une femme, 
It is a woman,” ce is no more masculine in the first case and 
feminine in the second, than it is in English. Ce may also be 
rendered by this, that, those , he, she , and they , as will be seen 
later. 

Un proverbe, Les proverbes, 

a proverb. the proverbs. 

8. In French, as in English, nouns generally take an s in the 
plural; but those ending with an s, X, or z, in the singular, do 
not change.—Ex. La fois, the time ; les fois, the times. 

The exceptions to this rule will be explained as they occur in 
the text. 

9. One, a, or an, is translated into French by un before a 
word masculine, and by une before a word feminine.—Ex. Un 
proverbe, a proverb; une fois, one time, or once. 

La paresse, idleness. Combien de fois ? how many times ? 

Nous pensons que les proverbes, we think proverbs. 

10. Some small words, like le, la, les, de, que, etc., are some¬ 
times introduced and sometimes left out in French, contrary to 
English usage. The rules which govern them in this respect 
will be explained later. 


6 


FIRST LESSON. 


Vous le savez, you know it. 

11. Le, la, les, when placed before a verb, always answer 
to him , her, it , or them ; in all other cases they mean the . 

12. It would be perhaps well to remark here, that most of 
the peculiarities which distinguish the French arrangement of 
words from the English have, a common origin in a desire to 
determine as much as possible the meaning of each word. Le 
is used, it is true, in turn for the and it , but only in strict accord¬ 
ance with the above rule, and therefore no doubt need ever be 
entertained as to the particular meaning intended. 

Generalement, generally, comes from general , general. 

13. The ending, ment, corresponds to the termination ly 
in English. 

14. About 250 words ending with al are alike in both lan¬ 
guages ; as, Animal, Brutal, Crystal, Metal, Verbal, etc. 

15. Most words ending with al form their plural by changing 
al into aux. —Ex. Animal, animal; animaux, animals. 

The exceptions to this rule are but few, and will be explained 
as they occur in the text. 


EXERCISES, 


TO BE TRANSLATED INTO FRENCH. 


1. The boy, 1, 2, 3.* 

2. The birth, 1, 2, 3. 

3. The boys, 1, 8. 

4. A fault, 9, 2, 3. 


5. A lesson, 9, 2, 3. 

6. The vices, 1, 8. 

'I. The idleness, 1, 2, 3. 
8. The other, 4. 


9. Alexis was pretty good.—10. The boy had but a single 
fault—11. That fault was laziness.—12. We do not think that 

Alexis was a good boy.—13. The boy is young enough._14. 

Alexis, who was good, had but a single fault.—15. Laziness 
was not the fault of Alexis.—16. Do you know the lesson?— 

1*7. We think that the boy is good.—18. The crystals, 14,15,_ 

19. The metals, 14, 15.—20. The generals, 14, 15. 


* The numbers at the end of a sentence refer to the rules and observa¬ 
tions. See note on page 4. 






SECOND LESSON. 


7 


SECOND LESSON.* 

FIEST DIVISION.-PEAOTICAL PAET. 

TEXT.** 

LITERAL TRANSLATION. 

Deuxi&me lecon. 

Second 

# 

IiC p&re (Mlexis, loom me intelligent et 

father of man intelligent and' 

actif, exer^ait la profession de menui- 

active, exercised profession joiner 

sier. On le voyait presque ton jours a 

him saw almost always at 

son £taMi, 1’oeil anime, les manches 

his bench the eye animated sleeves 

retroussees jnsqu’au coude, et la scie on 

tucked up until to the elbow saw or 

le rabot a la main, 

plane hand. 


THE SAME IN GOOD ENGLISH. 

The father of Alexis, an intelligent and active man, was a 
joiner. He was almost always to be seen at his bench, with his 
eye bright, his sleeves tucked up to his elbows, and with a saw or 
a plane in his hand. 

* At the beginning of each new lesson, the student should rehearse the 
text and literal translation of all previous ones, so as to be sure of having 
fully mastered every word that has preceded. The best mode of effecting 
this would seem to be, for the teacher to read aloud, in small fragments, both 
the English and the French, making the pupil translate them. 

** The directions given in note * on page 1, are so important that they 
would, be here again earnestly recommended, as never to be omitted. 




8 


SECOND LESSON. 


QUESTIONS AND ANSWERS FOR CONVERSATION.* 


What lesson is this ? 

Qni etait nn horome intelligent et 
actif? 

What sort of a man was the fa¬ 
ther of Alexis ? 

Qui exer^ait la profession de me- 
nnisier ? 

What was his trade ? 

What did the father of Alexis do ? 

When was he to be seen at his 
bench ? 

Where was he to be seen? 

How was his eye? 

How -were his sleeves ? 

What had he almost always in 
his hand ? 

What was animated ? 

What were tucked up ? 

Qui voyait-on presque toujours k 
son etabli? 


C’est la deuxieme legon. 

Le pere d’Alexis. 

Un homme intelligent et actif. 

Le p&re d’Alexis. 

La profession de menuisier. 

Le p6re d’Alexis exergait la pro¬ 
fession de menuisier. 

Presque toujours. 

A son etabli. 

Anime. 

Retroussees jusqu’au coude. 

La scie ou le rabot. 

Son ceil. 

Ses manches. 

Le menuisier—or, Le p6re d’A- 
lexis. 


SENTENCES FOR ORAL TRANSLATION* 


TO BE TURNED INTO ENGLISH. 

Le pere etait actif. 

Le garpon etait intelligent. 

Le pere etait un menuisier. 

Le pere etait toujours k son eta¬ 
bli. 

Le gar 9 on n’etait pas actif. 

Le pere avait 1’oeil anime. 

Le menuisier avait les manches 
retroussees. 


TO BE TURNED INTO FRENCH. 

The father was active. 

The boy was intelligent. 

The father was a joiner. 

The father was always at his 
bench. 

The boy was not active. 

The father had a bright eye. 

The joiner had his sleeves tucked 
up. 


* See notes at the bottom of pp. 2 and 8. It will be well to refer to all 
the notes of the first lesson, until a familiarity with the system shall have 
rendered such aid unnecessary. 







SECOND LESSON. 


9 


Le gallon avait une scie a la 
main. 

Le p6re avait un rabot k la main. 

Le pere voyait son garcjon. 

Le gargon ne voyait pas son p&re. 

Le menuisier est a son etabli. 

Le mennisier n’est pas k son eta¬ 
bli. 

Le pere donne nne legon k son gar- 
Qon. 

Le pere donnait nne le<;on k son 
gargon. 

Son ceil est anime. 

Combien de lemons savez-vons ? 

Nous savons la premiere legon. 

Ne savez-vous que la premiere ? 

Nous savons la deuxieme le§on. 


The boy had a saw in his hand. 

The father had a plane in his hand. 
The father saw his boy. 

The boy did not see his father. 
The joiner is at his bench. 

The joiner is not at his bench. 

The father gives a lesson to his 
boy. 

The father gave a lesson to his 
boy. 

His eye is bright. 

How many lessons do you know ? 
We know the first lesson. 

Do you know but the first ? 

We know the second lesson. 


Once more, we recommend the learner who is anxious to speak 
and understand as speedily as possible, to devote all his exertions 
to the study of this first division of each lesson, and to pass over 
the theoretical part of it. 


SECOND DIVISION.—THEORETICAL PAKT. 

Deuxieme, second, comes from deux , two. 

16. The ordinal numbers are generally formed from the car¬ 
dinal by adding the termination ieme. 

Le i)be d 1 Alexis, a son etabli , 

the father of Alexis. at his bench. 

17. Of or from is translated by de ; and to or at by a. 

18. De, like le, la, ne, que, ce , already seen in First Lesson 
(4.), becomes d’ before a word beginning with a vowel or h 
mute. 


1« 





10 


SECOND LESSON. 


Jusqu'?LU coude , until to the elbow. 

19. When de or a is joined to the article le or les, both small 
words are invariably merged into one, as follows : de le into 
du ; de les into des ; cl le into an ; cl les into aux , but de la, 
a la, de V , and a V , are never so contracted. This concludes the 


study of the article : 

Before a word 
Masculine singular. 

The is translated by le 
Op the, or from the, “ du 
To the, “ 3-U 


Before a word 
Feminine singular. 

la 

de la 
a la 


Before a word 
Plural of either gender. 

les 

des 

aux 


The, of the, or from the, and to the, are translated by 1, 
de T, and a V, before a word masculine or feminine singular 


beginning with a vowel or h mute. 


Le pctre &’Alexis, the father of Alexis, or Alexis’s father. 

20. There are two ways of expressing the possessive in Eng- 
lish—The father of Alexis, or Alexis’s father: in French there 
is but one—The father of Alexis ; and ’s has always to be re¬ 
placed by of, according to this model. 


Homme intelligent et actif man intelligent and active. 

La profession de menuisier, the profession of joiner. 

English construction requires here the article a before man 
and joiner. 

21. In French, a or an is not expressed before a noun which 
is used adjectively; that is, which qualifies either the subject or 
the regimen of a verb. 

We should therefore render “ He is a joiner,” by “ II est me¬ 
nuisier ,” because menuisier qualifies il; and we should translate 
« A joiner has a plane,” by “Un menuisier a un rabot be¬ 
cause neither menuisier nor rabot qualifies any other word—the 
one being the subject, and the other the regimen of the verb 
a, has. * 

Intelligent , intelligent. 

22. There are about 130 nouns and adjectives ending with 
ent which are the same in both languages ; as, absent, absent; 
prudent , prudent; moment , moment, etc. 


SECOND LESSON. 


11 


Actif, active. 

23. The termination if is proper to adjectives, 229 of which 
end with ive in English without any other difference; as, pen- 
sif pensive ; captif,\ captive ; attentif attentive, etc. 

On le voyait , one saw him, or, he was seen. 

24. The indefinite pronoun on is much more frequently used 
in French than the word one is in English. It often corresponds 
to the passive form. 

Uoeil anime , les manches retroussees jusqu' au coude , et la scie 
ou le robot a la main. 

English construction requires here the introduction of the 
possessive pronoun his before almost all the nouns in this sen¬ 
tence : His eye bright; his sleeves tucked up to his elbow; and 
a saw or a plane in his hand. 

25. In French, the article le, la, les, is used instead of his , 
her , its , before a regimen, when the sense clearly shows who the 
possessor is. 

Coude , elbow, is masculine, and main , hand, feminine by ex¬ 
ception. 

Profession , profession. 

26. More than 1000 nouns ending with ion are the same in 
both languages, and almost all are feminine; as, la collection , 
the collection; la nation , the nation; la population , the popu¬ 
lation. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 

1. The father. 7. The sleeve. 13. The bench, 4. 

2. Of the father, 19. 8. Of the sleeve. 14. Of the bench, 19. 

3. To the father, 19. 9. To the sleeve. 15. To the bench, 19. 

4. The fathers. 10. The sleeves. 16. The benches. 

5. Of the fathers, 19. 11. Of the sleeves. 17. Of the benches, 19. 

6. To the fathers, 19. 12. To the sleeves. 18. To the benches, 19. 



12 


SECOND LESSON. 


19. The boy. 30. The saw. 41. The man, 4. 

20. Of the boy, 19. 31. Of the saw, 19. 42. Of the man, 4, 19. 

21. From the boy. 32. From the saw. 43. From the man, 4. 

22. To the boy, 19. ' 33. To the saw, 19. 44. To the man, 4, 19. 

23. The boys. 34. The saws. 45. The men. 

24. Of the boys, 19. 35. Of the saws, 19. 46. Of the men, 4, 19. 

25. From the boys. 36. From the saws. 47. From the men, 4. 

26. To the boys, 19. 37. To the saws, 19. 48. To the men, 4,19. 

27; A plane, 9. 38. A lesson, 9. 49. A proverb, 9. 

28. Of a plane, 4. 39. Of a lesson, 4. 50. Of a proverb, 4. 

29. To a plane. 40. To a lesson. 51. To a proverb. 

52. The joiner has two boys—53. You know that Delatour 
is a good father.—54. The father is prudent and attentive. 
55. His bench was good.—56. Do you know Delatour’s profes¬ 
sion? 20.—57. Alexis was a tolerably good boy.—58. Laziness 
was his only fault.—59. You know that Delatour is a joiner. 
60. He was always seen with a saw or a plane in his hand. 


THIRD LESSON. 


13 


THIRD LESSON.* 

FIRST DIVISION.-PRACTICAL PART. 

TEXT.** 

LITERAL TRANSLATION. 

Troisifcme Iccon. 

Third 

II se (lesolait, parce qu’il nc ponvait 

He himself grieved because could 

oMenir de son fils qn’il suivit son exemple. 

to obtain son should follow (, subj .) example. 

u Quel faineant!” disait-il. 66 ©11 va-t-il ? 

What drone said Where goes 

ftsse fait-il? A qisoi cet idiot passe-t-ii 

What does * what that idiot passes 

son temps? Est-ce qu’il ne se corrigera 

time Is it that will correct 

jamais ? Comment done Ini faire en- 

never How then him make to 

tendre raison ? » 

hear reason. 


THE SAME IN GOOD ENGLISH. 

He was grieved, because he could not get his son to follow 
his example. “ What a drone ! ” said he. “ Where does he 
go ? What does he do ? How does the idiot spend his time ? 
Will he never mend ? How shall I make him listen to reason ?” 


* See first note on page 7. 


** See note on page 1. 




14 


THIRD LESSON. 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


What lesson is this ? 

Qni se desolait ? 

What did the father do ? 

Qu’est-ce qu’il ne pouvait ohtenir 
de son fils? 

De qui ne pouvait-il l’obtenir ? 

Why did he grieve? 

Que disait-il ? 

What was his first question ? 

What was his second question ? 

What did he call his son ? 

What question did he ask about 
the idiot’s way of spending his 
time ? 

What doubt did he express about 
the reformation of his son ? 

Qu’est-ce que son fils n’entendait 
pas? 

What did the father want to do ? 


O’est la troisieme lecjon. 

Le menuisier—or, Le p&re d’A- 
lexis. 

II se desolait. 

Qu’il suivit son exemple. 

De son fils. 

Parce qu’il ne pouvait obtenir de 
son fils qu’il suivit son exemple. 

Quel faineant! 

Ou va-t-il ? 

Que fait-il ? 

Cet idiot. 

A quoi cet idiot passe-t-il son 
temps ? 

Est-ce qu’il ne se corrigera ja.- 
mais? 

II n’entendait pas raison. 

Lui faire entendre raison. 


SENTENCES FOR ORAL TRANSLATION.** 


TO BE TURNED INTO ENGLISH. 

Le faineant desolait son p&re. 
Comment savez-vous qu’il deso¬ 
lait son p&re. 

Parce que son pere le disait. 

Son p6re pouvait-il lui faire en¬ 
tendre raison ? 

Nous ne le pensons pas. 

II ne se corrigera jamais, disait-il. 
Nous pensons qu’il se corrigera. 
Est-il intelligent ? 

II n’est pas intelligent. 


TO BE TURNED INTO FRENCH. 

The drone grieved his father. 
How do you know that he grieved 
his father ? 

Because his father said so. 

Could his father make him listen 
to reason ? 

We do not think he could. 

He will never mend, said he. 

We think that he will mend. 

Is he intelligent ? 

He is not intelligent. 


* See note on page 2. 


** See note on page 8. 






THIRD LESSON. 


15 


II est idiot. 

Oil va le menuisier ? 

II va k son etabli. 

Qne fait-il k son etabli ? 

II retrousse ses manches. 

II a une scie k la main. 

II n’est pas faineant. 

Que donne-t-il k son fils ? 

II lui donne l’exemple. 

Que pensez-vous de cet exem- 
pie? 

Nous pensons qu’il est bon. 
Combien de fils a cet homme ? 

II a trois gar<;ons. 

Le premier est un faineant. 

Le deuxteme est un idiot. 

Mais le troisieme est intelligent. 
Que savez-vous ? 

Nous savons la troisieme le<jon. 
Mais ce n’est pas assez. 


He is an idiot. 

Where is the joiner going ? 

He is going to his bench. 

What is he doing at his bench? 
He is tucking up his sleeves. 

He has a saw in his hand. 

He is not a drone. 

What does he give his son ? 

He gives him an example. 

What do you think of that ex¬ 
ample ? 

We think that it is good. 

How many sons has that man? 
He has three boys. 

The first is a drone. 

The second is an idiot. 

But the third is intelligent. 

What do you know ? 

We know the third lesson. 

But it is not enough. 


SECOND DIVISION.—THEORETICAL PART. 

Troisieme, third, comes from trois , three. 

II se desolait, he was grieved. 

27. The pronominal form is much more frequently used in 
French than in English ; and verbs which should be passive, 
according to the sense, often take the pronominal form in 
French. 

H ne pouvait obtenir , he could not obtain. 

28. In negative sentences, the word pas may be suppressed 
after the verbs cesser, to cease ; oser, to dare; pouvoir, to be 
able; and savoir , to know, especially when these verbs govern 
an infinitive. II ne pouvait pas obtenir , would, however, be 
equally correct. 

Quel faineant ! what a drone! 

29. In exclamations, the words a, an, must not be expressed 
after what. 




THIRD LESSON. 


16 

Quel faineant! what a drone! Que fait-il i what does he do 1 
a quoi, at what. 

30. What, before a noun, is an adjective to be translated by 
quel ; as an interrogative pronoun, it is generally translated by 
que ; but quoi is used instead of que when what ^ is preceded 
by a preposition.— Ex. De quoi, of, or from what; a quoi , to, or 
at what; avec quoi , with what, etc. 

Gu va-t-il? literally, where goes he? can be rendered in 
English by, where does he go ? or, where is he going to ? 

31. The use of the present participle, to signify that the 
action is instantaneous, is very uncommon in French; nor is 
•there any such word as do or did, to give greater strength to an 
affirmation; so that these three modes of expression, He gives, 
He is giving, and He does give, have but one translation in 
French, II donne. 

For the -t- in oil va-t-il? see 6 and 37. 

Ou, where, is distinguished from ou, or, by the grave accent 
placed over the u. The accent has, however, no influence on 
the sound of the word. 

Conjugation of the Auxiliary Verb Avoir, to have. 

INFINITIVE MOOD. 

Avoir, to have. 

Present Participle. Past Participle. 

Ayant, having. Eu, had. 

INDICATIVE MOOD. 

« Present Tense. 

J'ai, I have, am having, or do have. 

Tu as, thou hast, art having, or dost have. 

II a, he has, is having, or does have. 

Nous avons, we have, are having, or do have. 

Vous avez, you have, are having, or do have. 

Tls ont, they have, are having, or do have. 


THIRD LESSON. 


17 


Imperfect. 


J'avais , 

Tu avais , 

II avait , 
-lVows avionSy 
Vous avieZy 
11$ avaienty 


I had, or was having, 
thou hadst, or wast having, 
he had, or was having, 
we had, or were having, 
you had, or were having, 
they had, or were having. 


Past Tense Definite. 


t PeuSy 

Tu euSy 

# II euty 

Nous etimeSy 
Vous eiiteSy 
Ils eurenty 


I had, 
thou hadst, 
he had, 
we had, 
you had, 
they had, 


or did have, 
or didst have, 
or did have, 
or did have, 
or did have, 
or did have. 


Future. 


tPauraiy 
Tu auraSy 
II auray 
Nous auronSy 
Vous aureZy 
Ils auronty 


I shall have, or will have, 
thou shalt have, or wilt have, 
he shall have, or will have, 
we shall have, or will have, 
you shall have, or will have, 
they shall have, or will have. 


CONDITIONAL MOOD. 

c Paurais, I should have, or would have. 

Tu auraisy thou shouldst have, or wouldst have. 
II auraity he should have, or would have. 

Nous aurionSy we should have, or would have. 

Vous aurieZy you should have, or would have. 
Ils auraienty they should have, or would have. 


IMPERATIVE MOOD. 

Aie f have (thou). 
AyonSy let us have. 

AyeZy have (you). 


18 


THIRD LESSON. 


SUBJUNCTIVE MOOD. * 


Present Tense. 


Que faie , 

Que tu aies , 
Quit ait , 

Que nous ayons , 
Que vous ayez , 
Qu’ils aient , 


that I may have, 
that thou mayst have, 
that he may have, 
that we may have, 
that you may have, 
that they may have. 


Subjunctive Past. 


Que feusse , 

Que tu eusses , 

nous eussions , 
vows eussiez , 
Qu’ils eussent , 


that I might have, 
that thou mightst have, 
that he might have, 
that we might have, 
that you might have, 
that they might have. 


32. The past participle eu, had, may be added to any part 
of the verb except the Imperative, and forms the Compound 
Tenses—Ex. J’ai eu , I have had; J’avais eu , I had had; J'au- 
rai eu , I shall, or will have had; J'aurais eu, I should, or would 
have had, etc. 

Cet idiot, this, or that idiot. 

33. Cet is used instead of ce, before a word beginning with 
a vowel or h mute. 


Temps, time. Combien de fois ? how many times? 

34 . Time is translated sometimes by temps , aud sometimes 
by fois. Temps invariably implies duration, but fois has a mean¬ 
ing akin to that of repetition.—Ex. Combien de temps avez-vous 
ete ici ? how long a time have you been here ? Combien de fois 
avez-vous 4U ici ? how many times have you been here ? 


Est-ce qu^V ne se corrigera jamais ? will he never mend? 

35. The most familiar form of interrogation in French is 
est-ce que? is it that?—Ex. Est-ce quefai ? have I? Est- 
ce que fai eu ? have I had ? Est-ce que faurai ? shall, or will 
I have ? 


THIRD LESSON. 


19 


36. When the subject is a noun, the sentence has to be trans¬ 
lated according to the following model:—Ex. Has the boy ? 
JEst-ce que le gar$on a ? (literally), Is it that the boy has ? 

37. Ai-je? have I ? Avez-vous ? have you ? etc., is an¬ 
other interrogative form much more similar to the English, but 
not applicable in all cases. It requires, moreover, the introduc¬ 
tion of a t between two hyphens, when the verb ends with a 
vowel.—Ex. Le garcon a-t-il ? has the boy ? 

Jamais is generally negative, and consequently generally 
preceded or followed by ne • as, II ne se corrigera jamais ; or, 
Jamais il ne se corrigera. But sometimes, when used without 
ne, it becomes affirmative, and corresponds to *ever ; as, Oublier 
pour jamais, to forget forever. 

Exemple, example, is masculine, and raison, reason, is femi¬ 
nine by exception. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1 . Have I ? 35. 

2 . Has he ? 

3. Have we ? 

4. Have you ? 

5. Have they ? 


6 . Have I had ? 32. 

7. Has he had ? 

8 . Have we had ? 

9. Have you had ? 

10 . Have they had ? 


11 . Shall I have ? 

12 . Will he have ? 

13. Shall we have ? 

14. Will you have ? 

15. Shall they have ? 


16. Have you the plane?—17. I have the plane.—18. Who 
has the saw?—19. The boy has the saw.— 20 . You had a 
bench.—21. We had a bench, a saw, and a plane.—22. What 
an example that man gives to his boy! 29.—23. He grieved be¬ 
cause his son was not active.—24. The boy had a good father.— 
25. You know where he is.—26. He is making a bench, 31.— 
27. Do you know the lesson ?—28. You do not know the lesson. 
29. Have you a plane?—30. I have a plane.—31. Have you a 
saw?— 32 . I have a saw and a plane.—33. Has your father ? 36. 
—34. Has the joiner? 36. 



20 


FOURTH LESSON. 


fourth lesson.* 

FIRST DIVISION.-PRACTICAL PART. 

TEXT.** 

LITERAL TRANSLATION. 

Quatrifcme le§ost. 

Fourth 


f>rave Isomane, gui &6 par 

worthy g uided b T 

I«lees de grandeur, avail eu te 

ideas grandeur tad 


de fawsses 

some false 

tort, par- 

wrong par- 


donnable saws doutc, de vonloir que son 

donable without doubt to will 


enfant fut plus qne lui, et qu’il eut usae 

child were more than he should have 

Education snperieure a celle qn’il avail 

education superior that 

revise Itii-meme de son p^re et de sa 

received himself ^ 


an&re. 

mother. 


THE SAME IN GOOD ENGLISH. 

The honest man, guided by false notions of grandeur, had 
committed the fault, a pardonable one undoubtedly, to deter¬ 
mine that his child should be greater than he, and that he should 
have an education superior to that which he himself had received 
of his father and mother. 


* See notes on page 7. 


** See first note on page 1. 





FOURTH LESSON. 


21 


QUESTIONS AND ANSWEKS FOR CONVERSATION * 


What lesson is this ? 

Qui avait eu un tort? 

Quel brave homme ? 

Par quoi etait-il guide ? 

Quel tort avait-il eu ? 

Ce tort est-il pardonnable ? 

Qui etait son enfant? 

De qui le brave homme avait-il 
regu son education? 

Qu’avait-il regu de son p6re et de 
sa m6re? 

Quelle education voulait-il don- 
ner a son enfant ? 

How came he to commit this 
fault ? 


O’est la quatrteme. 

Le brave homme. 

Le p&re d’Alexis—or, Le menui- 
sier. 

Par de fausses idees de grandeur. 

II avait eu le tort de vouloir que 
son enfant fdt plus que lui. 

Sans doute. 

Alexis—or, Le jeune Alexis. 

De son p6re et de sa m6re. 

Son education. 

Une education superieure a celle 
qu’il avait regue lui-meme. 

Parce qu’il etait guide par de 
fausses idees de grandeur. 


SENTENCES FOR ORAL TRANSLATION.** 


TO BE TURNED INTO ENGLISH. 

La m&re avait raison. 

Le p6re avait tort. 

Le brave homme est guide par 
son enfant. 

Alexis est guide par son p£re. 

Son pere lui donne une education 
superieure a celle qu’il a regue. 

II a tort, mais il est pardonnable. 

Que pensez-vous de cet homme ? 

Nous pensons qu’il n’a pas regu 
une education superieure. 

Par quoi est-il guide ? 

I] est guide par de fausses idees. 

II est jeune ; il se corrigera. 


TO BE TURNED INTO FRENCH. 

The mother was right. 

The father was wrong. 

The worthy man is guided by his 
child. 

Alexis is guided by his father. 

His father gives him an education 
superior to that which he re 
ceived. 

He is wrong, but he is pardonable. 

What do you think of this man? 

We think that he has not received 
a superior education. 

By what is he guided ? 

He is guided by false notions. 

He is young; he will mend. 


* See notes on page 2. 


** See note on page 3. 







22 


FOURTH LESSON. 


II ne se corrigera jamais. 

Son p6re est un brave homme. 

Sa m&re est intelligente. 

Qn’est-ce que son pere pense de 
lui ? 

II pense qne c’est un faineant. 
A-t-il raison ? 

Nous pensons qu’il n’a pas tort. 


He will never mend. 

His father is a worthy man. 

His mother is intelligent. 

What does his father think of 
him? 

He thinks that he is a drone. 

Is he right ? 

We think that he is not wrong. 


SECOND DIVISION—THEOEETICAL PART. 


Quatrieme, fourth, comes from quatre, four. 


De fausses idees, some false ideas. 

38. Some, or any, is translated like of the , or from the , by 
cLu, de la, de 1’, des ; unless joined to an adjective which has 
to be placed before the noun in French when de only is used.— 
Ex. De fausses idees , or des idees fausses, some false ideas. 

39. The place of the adjective in French can hardly be sub¬ 
jected to rules. It sometimes precedes and sometimes follows 
the noun, without any precise reason; and often according to 
the taste or caprice of the speaker. Practice and observation 
are the best guides in this case. 

For the convenience of learners, however, it may be said here, 
that all adjectives can be placed after the noun, except the follow¬ 
ing, which, when used in a literal sense, are generally put before : 


Beau , fine, handsome. Bon , good. 
Grand , large, tall. Joli , pretty. 

Vieux, old. Petit, small. 

Mauvais, bad. Gros, big. 


Jeune, young. 
Meilleur, better. 
Vilain, ugly. 
Vrai, true. 


Fausses idees, false ideas. 

Fausses is the feminine plural of faux, false. 

40. In French, the adjective always agrees in gender and 
number with the noun to which it relates.—Ex. Le pere prudent , 





FOURTH LESSON. 


23 


tlie prudent father; la mire prudente , the prudent mother. Les 
pires prudents , the prudent fathers; les mires prudentes , the 
prudent mothers. 

41. Adjectives generally form their feminine by the addition 
of an e mute; but those ending with an e mute in the mascu¬ 
line do not change.—Ex. Le pire prudent, the prudent father; 
la mire prudente , the prudent mother. Le jeune pere , the young 
father; lajevrne mire, the young mother. 

The exceptions to this rule will be explained as they occur 
in the text. Those already seen are : Bon, bonne, good ; faux , 
fausse, false; and actif active, active. 

42. All adjectives ending with f, in the masculine, change f 
into ve in the feminine.—Ex. Pensif pensive , pensive; captif 
captive, captive; attentif attentive, attentive, etc. (23). 

43. The plural of adjectives is regularly formed, like that of 
nouns (8).—Ex. Le pire intelligent , the intelligent father; les 
pires intelligents , the intelligent fathers. La mire intelligente, 
the intelligent mother; les mires intelligentes , the intelligent 
mothers. 

Pardonnable , pardonable. 

44. The termination able denotes aptness, fitness. It is 
joined to verbs of which it makes adjectives. It signifies the 
liability to undergo the action expressed by the verb, as in par- 
donnuble , that is, liable, apt, or fit to be pardoned. About 200 
adjectives in able are the same in both languages; as, admirable , 
bldmable, comparable , desirable, passable, payable, variable, etc. 
From these adjectives, the corresponding verbs may generally 
be obtained by changing the termination able into that of the 
infinitive, which, in the great majority of French verbs, is er, 
thus: admir able, admir^R, to admire; blamABLE, blammi , to 
blame; compar able, compare , to compare. 

Que son enfant fiit plus que lui, et qu 'il eiit , that his child 
should be more than he, and that he should have. 

45. We have already seen that he is translated by il, and him 
by le put before the verb. When used isolately, however, that 
is to say, chiefly after c’est, it is, and que, meaning as, than , 


24 


FOURTH LESSON. 


only , or any preposition except to , and even then, if to is pre¬ 
ceded by c'est or que, both he and him have to be translated by 
lui — Ex. Vest lui , it is be; plus que lui , more than he; avec 
lui , with him. 

A celle, to that, or the one. 

46. When this, or that, can be replaced by the one without 
materially affecting the meaning of the sentence, .it is a demon¬ 
strative pronoun, and has to be translated by celui for the mas¬ 
culine, and by celle for the feminine.—Ex. His saw, or that of 
the boy, sa scie , ou celle du garcon. His plane, or that of the 
joiner, son robot , ou celui du menuisier. 

47. There are two ways of expressing such ideas in English 
His plane, or that of the joiner; or, His plane, or the joiner’s. 
In French there is but one—His plane, or that of the joiner; 
and all sentences of this kind have to be translated according to 
this model. 

Doute , doubt, is masculine by exception, and grandeur, femi¬ 
nine. 

48. Almost all nouns ending with eur are, like those ending 
with ion, of the feminine gender, unless they denote males; 
such as, acteur , actor; directeur , director; precepteur, precep¬ 
tor, etc. 

49. The termination eur is found in a great number of words, 
about 160 of which end with or in English; as, faveur , favor; 
valeur, valor; splendeur , splendor, etc. 

Enfant is of both genders. We say, un enfant, a male child; 
une enfant , a female child. 

J)e son pere et de sa mere, 
from his father and from ms mother. 

In French, the Possessive adjective agrees in gender and 
number with the noun that follows it; that is to say, with the 
object possessed, and not with the possessor. 

50. His, her, its, are translated by son before a word mas¬ 
culine singular, by sa before a word feminine singular, and by 
ses before a word plural of either gender. 


FOURTH LESSON. 


25 


EXERCISES, 


TO BE TRANSLATED INTO FRENCH. 


1 . The intelligent boy, 39. 

2 . The intelligent mother, 41. 

3. The intelligent boys, 43. 

4. The intelligent mothers.* 

5. Of the young boy, 39. 

6 . Of the young mother, 41. 

7. Of the young boys, 43. 

8. Of the young mothers.* 

9. From the active boy, 39. 

10 . From the active mother, 42. 


11 . From the active boys, 43. 

12 . From the active mothers.* 

13. To the worthy boy. 

14. To the worthy mother. 

15. To the worthy boys, 43. 

16. To the worthy mothers, 43. 

17. A true proverb, 39. 

18. A true reason, 41. 

19. Some true proverbs, 38. 

20 . Some true reasons, 38.* 


21. His father was a worthy man.—22. He had some good 
boys, 38.—23! That general was a great man.—24. The proverb 
is false.—25. What an example we have had! 30.—26. Do you 
know any proverbs ? 38.—27. Proverbs are generally true, 43.— 
28. The principal animals, 43, 15.—29. The principal ideas, 41, 
43.*—30. Has the joiner a good plane ? 36.—31. He has a good 
plane, and a good saw.—32. Has he a bench ?—33. He has a 
bench.—34. Her father, or the boy’s, 50, 46, 47.—35. His 
mother, or that of the joiner, 50, 46, 47.—36. The favor, 49.— 
37. The valor, 49.—38. The splendor. 


* In sentences containing a noun Feminine plural, the adjective should 
be made to agree in gender first, and the mark of the plural be added after¬ 
wards (41, 43). 


2 



26 


fifth lesson. 


FIFTH LESSON.* 

FIEST DIVISION.-PRACTICAL PAET. 

TEXT.** 

LITERAL TRANSLATION. 

Cinqui&me 109011. 

Fifth 

C’est pourquoi il Favait mis d’abord 

It is why (therefore) him put at first 

dans ime des meilleures inslitutions de 

i n of the best institutions 

Paris, desirant qu’il reimit toutes sortes 

desiring should collect all sorts 

de connaissances. II voislait sur tout qu ? il 

knowledge willed above all 

siit le grec el le latin, sans exa- 

should know Greek Latin to exa¬ 

miner s’iS ne serait pas plus utile qu’il 

mine if it would not he useful 

possedat bleu la langue traii9aise, cette 

should possess well tongue French that 

langue elant la sienne. 

being his. 


* Ever}' new lesson should still be preceded as indicated in note *, on page 
7, by a full rehearsal of the text and translation of all previous ones. In 
consequence of the accumulation of matter, however, and to prevent this 
exercise from engrossing too much time, the following modification in the 
mode of reviewing would be here suggested: Translate the first only from 
the French into English; the second, only from the English into French, 
and so on. 

** See note * on page 1. 



FIFTH LESSON. 


27 


THE SAME IN GOOD ENGLISH. 

He had therefore placed him at first in one of the best acade¬ 
mies in Paris, wishing him to be versed in every branch of 
knowledge. He desired above all that he should know Greek 
and Latin, without considering whether it would not be more 
useful for him to be master of the French language, which was 
his own. 


QUESTIONS AND ANSWERS FOE, CONVERSATIONS 


Quelle est cette legon ? 

Pourquoi avait-il mis son fils dans 
une des meilleures institutions 
de Paris ? 

When had he placed his son in an 
institution ? 

Ou avait-il mis son fils d’abord ? 

Que desirait-il qu’il reunit ? 

Que voulait-il surtout qu’il sdt? 

Qu’est-ce que le pere voulait sur¬ 
tout? 

Qu’est-ce que le grec ? 

Qu’est-ce que le latin ? 

Quelle etait la langue d’Alexis ? 

Quelle langue etait-il utile qu’il 
possedftt ? 

Qu’est-ce que le pere n’examinait 
pas? 

Pourquoi etait-il utile qu’il posse- 
d&t bien la langue frangaise ? 

Comment etait l’institution ou 
Delatour avait mis son fils ? 

Ou etait l’institution ou il avait 
mis son fils ? 


C’est la cinqui^me. 

Parce qu’il voulait qu’il edt une 
education superieure a celle 
qu’il avait regue. 

D’abord. 

Dans une des meilleures institu¬ 
tions de Paris. 

Toutes sortes de connaissances. 

Le grec et le latin. 

Que son fils sdt le grec et le latin. 

O’est une langue. 

O’est une autre langue. 

La langue frangaise. 

La langue frangaise — or, La 
sienne. 

S’il ne serait pas plus utile que 
son fils possed&t bien la langue 
frangaise. 

Parce que cette langue etait la 
sienne. 

C’etait une des meilleures de 
Paris. 

Dans Paris—or, A Paris. 


* See notes on page 2. 






28 


fifth lesson. 


SENTENCES FOR ORAL TRANSLATION* 


TO BE TURNED INTO ENGLISH. 

Savez-vous le grec ? 

Savez-vous le latin ? 

Nous ne savons pas le grec. 

Nous ne savons pas le latin. 

Que savez-vous? 

Nous savons le frangais. 

C’est plus utile. 

Le savez-vous bien ? 

Nous ne le savons pas bien. 

Mais nous desirons posseder cette 
langue. 

Cette langue nous serait utile. 

Nous desirons nous exercer dans 
cette langue. 

Youlez-vous nous donner des 
legons ? 

Nous ne le pouvons pas. 

Mais cet homme vous donnera 
des legons. 

II a toutes sortes de connais- 
sances. 

II a regu la meilleure education. 

Est-il Frangais ? 

II est Frangais. 

Ou est-il ? 

11 est h Paris. 

II est dans une institution. 

Que fait-il ? 

II donne des legons. 


TO BE TURNED INTO FRENCH. 

Do you know Greek ? 

Do you know the Latin language ? 

We do not know the Greek lan¬ 
guage. 

We do not know the Latin lan¬ 
guage.* 

What do you know ? 

We know the French language. 

It is more useful. 

Do you know it well ? 

We do not know it well. 

But we wish to be versed in that 
language. 

That language would be useful 
to us. 

We wish to exercise ourselves in 
that language. 

Will you give us some lessons? 

We cannot. 

But that man will give you some 

lessons. 

He is versed in every branch of 
knowledge. 

He has received the best educa¬ 
tion. 

Is he a Frenchman? 

He is a Frenchman. - 

Where is he ? 

He is in Paris. 

He is in an institution. 

What does he do ? 

He gives lessons. 


* See note on page 3. 






FIFTH LESSON. 


29 


SECOND DIVISION.—THEORETICAL PAET. 

Cinquieme, fifth, comes from cinq , five. A u is introduced, 
because q is generally followed by that letter in French. 

Une des meilleures institutions, 
one of the best institutions. 

Meilleures is the feminine plural of meilleur , the comparative 
and superlative of bon, good, already seen. Plus bon would not 
be correct. 

51. There are two ways of forming the degrees of compari¬ 
son in English; as, brisker , or more brisk. In French there is 
but one; by placing before the adjective one of the following 
adverbs: aussi, as; plus, more, most; moins, less, least; 
tres, fort, bien, very; etc. 

Ex. Le plus jeime des deux , the younger of the two. 

Le plus jeune des trois , the youngest of the three. 

Tres-jeune , fort jeune, or bien jeune, very young. 

Meilleur , better, best, is the only important exception to this 
rule. 

52. If the adjective is one which requires to be placed after 
the noun, according to Obs. 39, the adverb plus, moins, aussi , 
trets, fort , or bien, goes over with it, and the article the has to 
be repeated.—Ex. The most intelligent boy, Le garcon le qrfus 
intelligent. 

53. When in English the conjunction than follows, it is ren¬ 
dered by que. —Ex. Moins jeune que lui, less young than he. 

54. In the comparative of equality, the word as is expressed 
by aussi before the adjective, and by que after it.—Ex. Aussi 
jeune que lui, as young as he. 

Toutes sortes de connaissances, all sorts of knowledge. 

55. Toutes is the feminine plural of tous, all. The femi¬ 
nine singular is toute, and the masculine plural tous, already 
seen. 


30 


FIFTH LESSON. 


Connaissances, knowledge. . 

56. In English, certain words are used only in the singular, 
as knowledge , progress; and others only in the plural, as ashes , 
scissors , etc. In French, connaissance has a singular and a 

Sans examiner, without examining; literally, without to 

examine. # . . 

57. The French prepositions govern the infinitive mood. Ln, 

in, is’the only one that governs the present participle. 

g’il ne serctit pas , if it would not be. 

58. S’il stands for si il. Si is a conjunction corresponding 
to if and whether. The elision of the vowel i in this word takes 
place only before il , he, and its plural ils , they. Si is also used 
as an adverb, signifying so, so very. —Ex. Si jeune , so young, so 
very young. 

Cette langue, this, or that language. 

59. Cette is the feminine of ce, this, or that, already seen 

La sienne, his, or his own, means also, hers, and its own. 

60. The possessive pronoun, la sienne , should not be con¬ 
founded with the possessive adjective son , his, her, its, already 
seen. La sienne being a pronoun, can never be followed by a 
noun, while the adjective son must invariably be joined to the 
name of a person or thing. Both, however, agree in gender and 
number with the thing possessed, and not with the possessor.— 
Ex. Son plre, his, or her father. Sa mere, his, or her mother. 

The changes of his, hers, its , in French, are— 

Le sien, for the masculine singular; la sienne, for the 
feminine singular; les siens, for the masculine plural; and 
les siennes, for the feminine plural. 

Son becomes sa before a word feminine singular, and ses, 
before a word plural of either gender. 

Ex. A vez-vous son robot ? have you his, or her plane ? 

J'ai le sien, I have his, or hers. 

Avez-vovs sa scie? have you his, or her saw? 

J'ai la sienne, I have his, or hers. 


FIFTH LESSON. 


31 


Avez-vous ses defauts ? have you his, or her faults ? 
tTai les siens , I have his, or hers. 

Avez-vous ses manches ? have you his, or her sleeves ? 
J'ai les siennes , I have his, or hers. 


EXERCISES, 


TO BE TRANSLATED INTO FRENCH. 


1 . A very useful man, 52, 39. 

2 . The most useful man, 52. 

3. The least useful man, 52. 

4. As useful as the joiner, 54, 

5. A very active son, 52. 

6 . The most active son, 52. 

7. The least active son, 52. 

8 . As active as he, 54, 45. 

9. A very false idea, 52. 

10 . The best idea, 51. 


11 . The least pardonable fault. 

12 . Better than the others, 53. 

13. Have we her bench ? 60. 

14. We have his, 60. 

15. Have you his sleeve? 60. 

16. We have hers, 60. 

17. Have they his planes? 60. 

18. They have hers, 60. 

19. Have I her saws? 60. 

20 . You have his, 60. 


21 . Alexis was the youngest of his sons, 52, 60.—22. His 
mother is younger than his father, 52, 60.—23. Do you know 
the French language? 39.—24. Where is that crystal? 15.— 
25. That boy is intelligent. —26. This institution is better than 
the other, 59.—27. He passes without hearing the joiner, 57.— 
28. That plane is not his own, 60.—29. This saw is not good 
enough. —30. Her son is more active than intelligent, 53.— 
31. His mother wished, above all, to have a good boy. —32. He 
wished him to be versed in every branch of knowledge. 



32 


SIXTH LESSON. 


SIXTH LESSON.* 

FIKST DIVISION.-PRACTICAL PART. 

TEXT ** 

LITERAL TRANSLA TION. 

Sixi&ine logon. 

Sixth 

Jje sweeps we repondst pas awx asulii- 

success answered to the ambi- 

tieuses esperances du pauvre ©uvrier. 

tious hopes of the poor workman. 

Am bout de queSque§ mois files rovers de 

At the end some months some reverses 

fortune assaillirent monsieur Delalour. 

fortune assailed Mr. 

Deux liiaisous de commerce, ou il avail 

Two houses commerce 

place ses epargnes, suspendirent leurs 


placed 

savings 

suspended 

their 

paiesnents ; 

peu 

ap rds, 

dies 

fa rent 

payments 

little 

after 

they 

made 

banquer©ute< 

, et 

donn^rent cinq 

pour 

bankruptcy 


gave 

five 

for 


cent a leurs nombreux creauciers. 

hundred numerous creditors. 


THE SAME IN GOOD ENGLISH. 

The ambitious hopes of the poor workman were not crowned 
with success. After a few months, misfortunes befell Mr. Dela- 
tour. Two commercial houses, in which he had placed his 
savings, stopped payment; a short time afterwards they failed, 
and paid five per cent to their numerous creditors. 


* See notes on pages 7 and 26. 


See first note on page 1. 






SIXTH LESSON. 


33 


QUESTIONS AND ANSWERS FOR CONVERSATION * 


Quelle est cette le^on ? 

Qui avait des esperances ? 

Quelles esperances avait-il ? 

Qu’est-ce qui ne repondit pas k 
ses ambitieuses esperances ? 

A quoi le succ&s ne repondit-il 
pas ? 

When did misfortunes befall Mr. 
Delatour ? 

Qui des revers de fortune assail- 
lirent-ils ? 

Oii avait-il place ses epargnes ? 

Qu’avait-il place dans deux mai- 
sons de commerce ? 

Qu’est-ce que les deux maisons 
de commerce suspendirent ? 

Que firent les deux maisons de 
commerce ? 

When did they fail ? 

Oombien donnkrent-elles k leurs 
creanciers ? 

A qui donn^rent-elles cinq pour 
cent? 


O’est la sixikme. 

Le pauvre ouvrier. 

D’ambitieuses esperances. 

Le succks. 

Aux ambitieuses esperances du 
pauvre ouvrier. 

Au bout de quelques mois. 

Monsieur Delatour. 

Dans deux maisons de commerce. 
Ses epargnes. 

Leurs paiements. 

Elies firent banquerouta 

Peu aprks. 

Cinq pour cent. 

A leurs nombreux creanciers. 


SENTENCES FOR ORAL TRANSLATION.** 


TO BE TURNED INTO ENGLISH. 

Le pere de ce jeune homme est 
un brave ouvrier. 

II a place ses epargnes dans une 
maison de commerce. 

A-t-il de la fortune ? 

II a des esperances. 

II esr. actif et laborieux. 

A-t-il des enfants ? 

II a trois garpons. 


TO BE TURNED INTO FRENCH. 

The father of that young man is 
an honest workman. 

He has placed his savings in a 
commercial house. 

Has he any fortune? 

He has some expectations. 

He is active and laborious. 

Has he any children ? 

He has three boys. 


* See notes on page 2. 


2* 


** See note *»n page 8. 






34 


SIXTH LESSON. 


Le premier desole sod p&re et sa 
m&re. 

Le deuxieme est assez intelligent. 

Mais il n’est pas actif. 

Le plus jeune est le plus ambi- 
tieux. 

11 fait plus & lui seul que les deux 
autres. 

Son pere le placera dans une 
maison de commerce. 

Pourquoi le premier desole-t-il 
son pere et sa m6re ? 

Parce que c’est un faineant. 

Pourquoi son pere ne le corrige- 
t-il pas ? 

Parce qu’il est bon et indulgent. 

Mais nous pensons qu’il a tort. 

Ne le pensez-vous pas ? 

Sans doute. 

Et le deuxieme, que fait-il ? 

II est ouvrier comme son pere. 

Quelle profession exerce-t-il ? 

La profession de menuisier. 


The first distresses bis father and 
mother. 

The second is intelligent enough. 

But he is not active. 

The youngest is the most ambi¬ 
tious. 

He does more by himself than 
the other two. 

His father will place him in a 
commercial house. 

Why does the first distress his 
father and mother ? 

Because he is a drone. 

Why does not his father. correct 
him ? 

Because he is good and indulgent. 

But we think that he is wrong. 

Don’t you think so? 

Without doubt. 

And what does the second do? 

He is a workman, like his father. 

What trade does he follow ? 

The trade of a joiner. 


SECOND DIVISION—THEORETICAL PART. 

Sixieme, sixth, comes from six , six. 

Ne repondit pas, did not answer. 

61. We have already seen that the negative form of conju 
gation takes pas after the verb, and ne before it. 

The Auxiliary Verb Avoir, to have, conjugated 

NEGATIVELY. 

INFINITIVE MOOD. 

N'avoir pas , not to have. 

Present Participle. 

JSP ay ant pas , not having. 





SIXTH LESSON. 


35 


INDICATIVE MOOD. 


Je n'ai pas, 

Tu n'as pas, 

II ria pas, 

Nous n'avons pas, 
Vous n'avez pas, 
Ils ft out pas, 


Present Tense. 

I have not, 
thou hast not, 
he has not, 
we have not, 
you have not, 
they have not, 


or do not have, 
or dost not have, 
or does not have, 
or do not have, 
or do not have, 
or do not have. 


Je rCavals pas, 

Tu rC avals pas, 

II n'avait pas, 
Nous n’avions pas, 
Vous n'aviez pas, 
Ils n’avaient pas, 


Imperfect. 

I had not, or 

thou hadst not, or 

he had not, or 

we had not, or 

you had not, or 

they had not, or 


was not having, 
wast not having, 
was not having, 
were not having, 
were not having, 
were not having. 


Past Tense Definite. 


Je n'eus pas, 

Tu n'eus pas, 

II n'eut,pa.s, 

Nous ri’etimes pas, 
Vous rCeutes pas, 
Us rCeurent pas, 


Je n'aurai pas, 

Tu n'auras pas, 

II id aura pas , 

Nous n’aurons pas, 
Vous rfaurez pas, 
Ils n'auront pas, 


I had not, 
thou hadst not, 
he had not, 
we had not, 
you had not, 
they had not, 


or did not have, 
or didst not have, 
or did not have, 
or did not have, 
or did not have, 
or did not have. 


Future. 

I shall not have, or will not have, 
thou shalt not have, or wilt not have, 
he shall not have, or will not have, 
we shall not have, or will not have, 
you shall not have, or will not 1 ave. 
they shall not have, or will not have. 


36 


SIXTH LESSON. 


CONDITIONAL MOOD. 

Je n’aurais pas , I should not have, or would not have. 
Tu n’aurais pas , thou shouldst not have, or wouldst not have. 
II n’aurait pas, he should not have, or would not have. 
Nous n’aurions pas, we should not have, or would not have. 
Vous n'auriez pas , you should not have, or would not have. 
Ils rHauraient pas , they should not have, or would not have. 

IMPERATIVE MOOD. 

JPaie pas , have (thou) not. 

JSPayons pas, let us not have. 

N'ayez pas , have (you) not. 


SUBJUNCTIVE MOOD. 
Present Tense. 


Que je n'aie pas, 

Que tu n'aies pas, 
Qu'il rCait pas, 

* Que nous n'ayons pas, 
Que vous rHayez pas, 
Qu'ils n'aient pas, 


that I may not have, 
that thou mayst not have, 
that he may not have, 
that we may not have, 
that you may not have, 
that they may not have. 


Subjunctive Past. 


Que je n'eusse pas, 

Que tu n'eusses pas, 
Qu'il n'etit pas, 

Que nous n’eussions pas, 
Que vous n'eussiez pas, 
Qu'ils n'eussent pas, 


that I might not have, 
that thou mightst not have 
that he might not have, 
that we might not have, 
that you might not have, 
that they might not have. 


62. In the compound tenses, the pas comes between the 
verb and the past participle. 

Ex. Jen'aipaseu, I have not had. 

Je n'avals pas eu, I had not had. 

Je n'aurai pas eu, I shall, or will not have had. 

Je n’aurais pas eu, I should, or would not have had, etc. 


SIXTH LESSON. 


37 


Ambitieuses esperances, ambitious hopes. 

Ambitieuses is the feminine plural of ambitieux , ambitious. 

63. The termination eux is found in a great number of ad¬ 
jectives, about 200 of which end in ous in English, without any 
or with scarcely any other difference; as, Ambitieux , ambitious; 
envieux, envious; glorieux , glorious ; precieux , precious; avan- 
tageux, advantageous; vertueux, virtuous. 

64. Adjectives ending in x form their feminine by changing 
X into se.—Ex. Ambitieux, ambitieuse, ambitious ; nombreux, 
nombreuse , numerous. 

Monsieur Delatour, Mr. Delatour. 

65. Monsieur is formed of the possessive adjective mow, 
my, and the substantive siewr, sir. It corresponds to Jfr., be¬ 
fore a proper name; as, Monsieur Delatour, Mr. Delatour; to 
Sir , in addressing a man; as, Bonjour, monsieur, Good morn¬ 
ing, sir; and to gentleman, in speaking of a man; as, Ce mon¬ 
sieur, This, or that gentleman. Its plural is Messieurs. 

66. My is translated by mon before a word masculine singu¬ 
lar ; by ma, before a word feminine singular; and by mes, 
before a word plural of either gender.—Ex. Mon pere, my fa¬ 
ther ; ma mire, my mother ; mes enfants, my children. 

Leurs paiements, their payments. 

67. Their is translated by leur before a word singular, and 
by leurs before a word plural, of either gender.—Ex. Leur 
pere, their father; leur mire, their mother; leurs enfants, their 
children. 

Elies, they. 

68. Elies is the feminine of ils, and should be used when 
speaking of persons or things of the feminine gender in French. 
Its singular is elle, she, or it. 

Mois, month, is masculine, and maison , house, feminine by 
exception. 


38 


SIXTH LESSON. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1 . Have you my sleeves? 66 , 

2 . I have his sleeves, 60. 

3 . Has he their plane? 67. 

4. He has not my plane, 66 . 

5 . Have I their saw ? 67. 

6 . You have their saw, 67. 


7. She has my savings, 66 . 

8 . He had her house, 60, 68 . 

9 . She shall have my fortune. 

10 . She would have the time. 

11 . Have I not my lesson? 

12 . You have not the lesson, 61. 


13. Alexis is going to Paris, 31.—14. His father is ambi¬ 
tious, 63.—15. His mother is serious, 63, 64.—16. She is at¬ 
tentive to the lessons, 68.—17. She has some fortune, 68 . 

18. The knowledge of the French language is useful, 56.-19. 
Where is Mr. Delatour ?—20. He is at his bench.—21. What 
does he do? 31.—22. He is making a plane, 31.—23. Do you 
know where the boy is ?—24. He is in a commercial house.— 
25. An ambitious man, 63, 39.-26. A virtuous boy, 63, 39.— 
27. A laborious profession, 64, 39.-28. The pious mother, 64, 
39 .—29. The father’s eye, 20.—30. The boy’s elbow, 20 — 
31. The joiner’s sleeve, 20.—32. The man’s bench, 20 .—33. My 
father or his, 66 , 60.—34. My mother or his, 66 , 60.—35. My 
parents or theirs, 66 , 67.-36. Their plane, 67.-37. Their 
saw , 67.-38. Their benches, 67.-39. His savings and her 
fortune, 60. 


SEVENTH LESSON. 


39 


SEVENTH LESSON.* 

FIRST DIVISION.-PRACTICAL PART. 

TEXT.** 

LITERAL TRANSLATION. 

Scpti&me le^on. 

Seventh 

Ces tristes circonstances eurent pour 

These sad circumstances had 

resnltat de forcer M. ©elaloitr a retirer 

result to force Mr. take back 

iiotre petit paressciix de sa pension, dans 

our little lazy (fellow) from boarding-school, 

laqtielle il avait appris fort pen de chose, 

which learned very thing 

et d’oit il ne rap porta ii qii’un penchant 

brought back propensity 

un pen plus prononce pour V indolence, 

pronounced (decided) indolence. 

avec une aversion complete pour le 

with aversion complete 

metier de son p&re, qu’il regardait 

trade looked upon 

coniine une chose hasse et indigene de Ini. 

as base unworthy 


THE SAME IN GOOD ENGLISH. 

The consequence of these untoward occurrences was, that Mr. 
Delatour was compelled to remove our little lazy fellow from 
school, where he had learned very little, and whence he re¬ 
turned with a still stronger propensity to indolence, and a decided 
aversion to his father’s business, which he looked upon as low 
and unworthy of him. 


See notes on pages 7 and 26. 


** See first note on page 1. 




40 


SEVENTH LESSON. 


QUESTIONS AND ANSWERS FOR CONVERSATION* 


Quelle est cette legon? 

Quelles circonstances forc&rent 
M. Delatour k retirer notre 
petit paresseux de sa pension ? 

Qui est-ce que ces circonstances 
forcerent a retirer Alexis de sa 
pension ? 

Qui forc^rent-elles M. Delatour k 
retirer de sa pension? 

D’ou le forckrent-elles k retirer 
notre petit paresseux ? 

Quel resultat eurent ces tristes 
circonstances ? 

Qu’avait-il appris dans sa pen¬ 
sion? 

Oh avait-il appris fort peu de 
chose ? 

Pourquoi avait-il appris fort peu 
de chose? 

Pourquoi etait-il paresseux ? 

D’ou rapportait-il un penchant 
prononce pour l’indolence ? 

Que rapportait-il de sa pension ? 

Pour quel metier avait-il une 
aversion complete? 

Quel etait le metier de son pere? 

Quel sentiment avait-il pour ce 
metier ? 

Comment regardait-il ce metier? 

Pourquoi avait-il une aversion 
complete pour ce metier ? 


C’est la septikme. 

De tristes circonstances—or, Des 
revers de fortune. 

M. Delatour. 


Alexis—or, ISTotre petit paresseux:. 

De sa pension. 

De forcer M. Delatour k retirer 
notre petit paresseux de sa 
pension. 

Fort peu de chose. 

Dans sa pension. 

Sans doute parce qu’il etait 
paresseux. 

Nous ne le savons pas. 

De sa pension. 

Un penchant un peu plus pro¬ 
nonce pour l’indolence. 

Pour le metier de son pere. 

Le metier de menuisier. 

Une aversion complete. 

Comme une chose basse et indigno 
de lui. 

Parce qu’il le regardait comme 
une chose basse et indigne de lui. 


* See notes on page 2. 




SEVENTH LESSON. 


41 


SENTENCES FOR ORAL TRANSLATION * 


TO BE TURNED INTO ENGLISH. 

Qu’avez-vous appris? 

Nous avons appris fort peu de 
chose. 

Nous savohs fort peu de chose. 

Pourquoi avez-vous appris fort 
peu de chose? 

Vous ne repondez pas. 

Pourquoi ne repondez-vous pas ? 

Nous ne le pouvons pas. 

Yous le pouvez si vous le voulez. 

Nous n’avons pas eu le temps. 

Mais vous prononcez fort bien. 

Vous avez appris quelque chose. 

Ou avez-vous appris ce que vous 
savez ? 

A notre pension. 

Mais nous avons eu fort peu de 
legons. 

Ou est Alexis ? 

11 est avec son p6re. 

Est-il actif comme son p6re ? 

II est un peu paresseux. 

C’est pourquoi son p6re l’a retir6 
de pension. 

Mais il est fort jeune. 

Le temps corrigera son penchant 
pour l’indolence. 

C’est possible. 

Surtout avec l’exemple d’un 
homrae comme son p6re. 

Qu’est-ce que son pere pense faire 
de lui ? 

II le placera dans une maison de 
commerce. 

11 a raison. 


TO BE TURNED INTO FRENCH. 

What have you learned? 

We have learned very little. 

We know very little. 

Why have you learned very little ? 

You do not answer. 

Why don’t you answer i 
We cannot. 

You can if you will. 

We have had no time. 

But you pronounce very well. 
You have learned something. 
Where did you learn what you 
know? 

At our school. 

But we had very few lessons. 

Where is Alexis ? 

He is with his father. 

Is he active like his father ? 

He is rather lazy. 

That is why his father took him 
back from school. 

But he is very young. 

Time will correct his propensity 
to indolence. 

It is possible. 

Above all with the example of 
such a man as his father. 

What does his father intend to 
make of him ? 

He will place him in a commercial 
house. 

He is right. 


* See note on page 3. 









42 


SEVENTH LESSON. 


SECOND DIVISION. —THEOEETICAL PAET. 

Septieme, seventh, comes from sept , seven. 

Ces tristes cirConstances, these sad circumstances. 

Ces is the plural of c@, cet, cette, already seen. We 
have now completed the study of the demonstrative adjectives. 

69. This, or that, is translated by ce before a word mascu¬ 
line singular, and by cette before a word feminine singular. 
These, or those, is translated by ces. Cet is used instead of 
ce, before a word beginning with a vowel or h mute. 

70. Each of these is susceptible of being made to indicate, 
more particularly, the proximity or distance of the person or 
thing spoken of, by the addition of ci or la, placed after the 
substantive.—Ex. Ce gar^on-ci , this boy; ce garcon-la , that boy. 

Notre petit, paresseux, our little, lazy fellow. 

71. Like their , our and your have no particular form for 
the feminine in French. They are translated by notre and 
votre, before a word singular, and by nos and vos, before a 
word plural. We have now seen all the possessive adjectives 


except thy, which 

will be found 

explained 

in the following 

synoptic table : 

Before a word 

Before a word 

Before a word 


Masc. singular. 

Fem. singular. 

Plural of either gender. 

My is translated by 

mon 

ma 

mes 

Thy, “ 

ton 

ta 

tes 

His, her, or its, “ 

son 

sa 

ses 

Our, “ 

notre 

notre 

nos 

Your, “ 

votre 

votre 

vos 

Their, “ 

leur 

leur 

leurs 


72. The only thing to be added here is, that mon, ton, son, 
are used instead of ma, ta, sa, before words beginning with a 
vowel or h mute. 

Paresseux , lazy fellow. 

73. French adjectives are often used as substantives, in the 
singular as well as in the plural. Thus, we may render: The 


SEVENTH LESSON. 


43 


ambitious man , by Vambitieux ;—a Frenchwoman , by une Fran- 
caise ,—without being obliged to add the words, homme , man, 
or femme , woman, required in the English. 

Dans laquelle, Qu’il regardait, 

in which. which he looked upon. 

74. Which, added to a noun, is an adjective to be translated 
like what by quel, for the masculine singular; by quelle, for 
the feminine singular; by quels, for the masculine plural; and 
by quelles, for the feminine plural. 

75. But when which is not added to a noun, it is either an 
interrogative pronoun, to be translated by lequel, laquelle, 
lesquels, lesquelles ; or a relative pronoun, to be rendered 
by qui, for the nominative case, and by que, for the objective 
case.* 

Which, as an interrogative pronoun, is always at the begin¬ 
ning of the sentence, and can generally be replaced by which 
one; as a relative, it is always in the middle. 

76. After a preposition, however, which must invariably be 
translated by lequel, laquelle, lesquels, or lesquelles ; 
taking care that the article le, la , les, which enters into the 
composition of this word, continues subject to contraction when¬ 
ever preceded by de or a , as in the following models: 

Of which, duquel, de laquelle, desquels, desquelles. 
To which, auquel, a laquelle, auxquels, auxquelles. 

Fort peu de chose , very little. 

77. Chose is a feminine substantive, which signifies thing. 
But peu de chose , little, and quelque chose , something, any thing, 
are adverbial forms which are masculine. 


* The following method would be offered as an easy way to distinguish 
the nominative from the objective case. We have already seen that, owing 
to the absence of the neuter gender in French, inanimate objects are always 
spoken of either in the masculine or in the feminine. The same observation 
will apply to which as a relative pronoun, which may generally be replaced 
by who, for the nominative case, and by whom, for the objective.—Ex. The 
dog*wHicH has, Le chien qui a—literally, the dog who has. The dog which 
you have, Le chien que vous avez— literally, the dog whom you have. 




u 


SEVENTH LESSON. 


Indolence , indolence. 

78. The termination ence belongs to substantives which are 
the same in both languages; as, Indolence , prudence: or nearly 
the same; as, Agence , agency; clemence , clemency. 

Indigne de lui, unworthy of him. 

79. Him, generally translated by le, put before the verb, has 
to be rendered by lui, when used isolately; that is to say, 
chiefly after que, meaning as , than , only, or any other preposi¬ 
tion than to; and even then, if to is preceded by c’est, it is, or 
que.— Ex. (Test a lui que je parle , it is to him I speak. It is 
also translated by lui placed after the verb in Imperative affirm¬ 
ative sentences.— Ex. Donnez-lui , give him. 

Basse is the feminine form of has , low, one of the few adjec 
tives which form their feminine irregularly. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. This hand, 69. 

2. That vice, 69. 

3. These hands, 69. 

4. My father. 

5. My mother. 

6. My elbows. 

7. His house. 

8. Her son. 

9. His boys. 

10. Our profession, 71. 

11. Our proverbs, 71. 


12. Your doubt, 71. 

13. Your payments, 71. 

14. Their example, 67. 

15. Their creditors, 67. 

16. Which general ? 74. 

17. What nation? 74. 

18. What moment? 74. 

19. This metal, 69. 

20. Which one? 75. 

21. Those minerals, 69. 

22. Which ones? 75. 


23. What do we think of these things? 69.—24. Your pro¬ 
fession is useful, 71.—25. Our idleness is unworthy of us, 71.— 
26. The lesson is complete.—27. This shop is beautiful, 69.— 
28. Where was Alexis?—29. He was generally in the streets.— 
30. Had he a trade ?—31. He was a drone.—32. Where was his 
mother?—33. She was in the house. 



EIGHTH LESSON. 


45 


EIGHTH LESSON.* 

FIRST DIVISION.-PRACTICAL PART. 

TEXT.** 

LITERAL TRANSLATION. 

Huiti&me le^on. 

Eighth 

Alexis, quand il fat chez son p£re, 

when was in the house of 

cessa totalement d’etudier, et s ? affran- 

ceased totally to study himself freed 

cliit de toute contrainte. II eut bientot 

constraint had soon 

oublie le pen qu’il savait. Tons les jours 

forgotten knew days 

11 flanait dans les roes, on sur les boule- 

loitered streets on boule¬ 

vards, qui etaient ses promenades 

yards were walks 

favorites. II s’arretait souvent en con- 

favorite stopped often con¬ 

templation muette devant les plus belles 

templation dumb before beautiful 

boutiques. 

shops. __ « 


THE SAME IN GOOD ENGLISH. 

When Alexis was at home again at his father’s, he gave up 
studying altogether, and freed himself from all restraint. He 
soon forgot the little he knew. Every day he used to loiter 
about the streets, or on the boulevards, which was his favorite 
walk. He often stopped in mute contemplation before the finest 
shops. 


See notes on pages 7 and 26. 


** See first note on page 1. 




46 


EIGHTH LESSON. 


QUESTIONS AND ANSWERS FOR CONVERSATION.* 


Quell© est cette legon ? 

Qui est-ce qui cessa totalement 
d’etudier ? 

Quand cessa-t-il d’etudier ? 

Comment cessa-t-il d’etudier ? 

Qu’est-ce qu’ Alexis cessa de faire? 

De quoi s’affranchit-il ? 

Qu’est-ce qu’il eut bientot oublie ? 

Quand oublia-t-il le peu qu’il sa- 
vait ? 

Quand flanait-il dans les rues, ou 
sur les boulevards ? 

Ou flinait-il tous les jours ? 

Quelles etaient ses promenades 
favorites ? 

Ou s’arretait-il souvent, en con¬ 
templation muette ? 

Quand s’arretait-il devant les 
plus belles boutiques ? 

Comment regardait-il les plus 
belles boutiques ? 


C’est la huitteme. 

Alexis. 

Quand il fut chez son p6re. 
Totalement. 

II cessa d’etudier. 

II s’aftranchit de toute contrainte. 
Le peu qu’il savait. 

Bientot. 

Tous les jours. 

Dans les rues, ou sur les boule 
vards^ 

Les boulevards. 

Devant les plus belles boutiques. 
Souvent. 

En contemplation muette. 


SENTENCES FOR ORAL TRANSLATION.** 


TO BE TURNED INTO ENGLISH. 

Quel est ce ieune homme ? 

C’est le fils a’un brave ouvrier. 

Que fait-il ? 

II fl&ne dans les rues. 

Est-ce qu’il n’etudie jamais ? 

II n’etudie pas souvent. 
Pourquoi done? 

Parce qu’il n’est pas bien guide. 


TO BE TURNED INTO FRENCH. 

Who is that young man ? 

He is the son of an honest ■work¬ 
man. 

What does he do ? 

He loiters about the streets. 

Does he never study ? 

He does not often study. 

Why not? 

Because he is not properly 
guided. 


* See notes on page 2. 


** See note on page 3. 






EIGHTH LESSON. 


47 


II n’a que sa m6re. 

Et elle est nrnette. 

Mais il est fort jeune. 

II a le temps d’apprendre. 
Desirez-vous faire une prome¬ 
nade ? 

Nous vous suivons. 

C’est a vous a nous guider. 

Quelle belle rue! 

Ce n’est pas une rue. 

Qu’est-ce done ? 

C’est un boulevard. 

C’est notre promenade favorite. 
Nous fl&nons sou vent sur les bou¬ 
levards. 

Cette boutique est fort belle. 
Mais, ou est notre petit gargon ? 
II etait devant nous. 

Nous ne le voyons plus. 

Par ou a-t-il passe ? 

II est dans cette boutique de me- 
nuisier. 

Le petit curieux! 

II nous avait oublies. 


He has but his mother. 

And she is dumb. 

But he is very young. 

He has time to learn. 

Do you wish to take a walk? 

"We follow you. 

You must be our guide. 

What a fine street 1 
It is not a street. 

What is it then ? 

It is a boulevard. 

It is our favorite walk. 

We often lounge on the boule¬ 
vards. 

That shop is very fine. 

But, where is our little boy ? 

He was before us. 

We have lost sight of him. 

Which way has he gone ? 

He is in that joiner’s shop. 

What an inquisitive little fellow 
he is! 

He had forgotten us. 


SECOND DIVISION. —THEORETICAL PART. 


Huitieme, eighth, comes from huit , eight. 

Quand il fut , when he was. 

Both fut and Halt correspond to the English word was ; but 
fut is the third person singular of the past tense definite of the 
irregular verb etre. The same person of the past tense of the 
subjunctive mood (seen in the fourth lesson) diffeis from it by 
having a circumflex accent placed over the u . 





48 


EIGHTH LESSON. 


Conjugation of the Auxiliary Verb Etre, to be. 


INFINITIVE MOOD. 

Etre, to be. 

Present Participle. Past Participle. 

Etant, being. Ett, been. 

INDICATIVE MOOD. 

Present Tense. 


Je suis, 

I am. 

Tu es, 

thou art. 

II est, 

he is. 

Nous sommes, 

we are. 

Vous etes, 

you are. 

11$ sont, 

they are. 


J'etais, 

Tu etais, 

II etait , 
Nous etions , 
Vous etiez, 
_Z7s e talent, 


Imperfect. 
I was, 


or used to be. 




thou wast, or usedst to be. 


he was, 
we were, 
you were, 


or used to be. 
or used to be. 
or used to be. 


they were, or used to be. 
Past Tense Definite. 


Je fus, 

Tu fus, 

II fut, 

Nous fumes, 
Vous fiites, 
11$ furent, 


I was. 
thou wast. 
he was. 
we were, 
you were, 
they were. 



Future. 


Je serai, 

I shall be, 

or will be. 

Tu seras, 

thou shalt be, 

or wilt be. 

II sera, 

he shall be, 

or will be. 

Nous serons , 

we shall be, 

or will be. 

Vous serez, 

you shall be, 

or will be. 

Its seront, 

they shall be, 

or will be. 







EIGHTH LESSON. 


49 


CONDITIONAL MOOD. 


Je serais. 

I should be, 

or would be. 

Tu serais. 

thou shouldst be, 

or wouldst be. 

11 seraity 

he should be, 

or would be. 

JVous serious, 

we should be, 

or would be. 

Vous serieZy 

you should be, 

or would be. 

Ils seraienty 

they should be, 

or would be. 


IMPERATIVE MOOD. 

Sois, be (thou). 
Soyons , let us be. 
Soyez , be (you). 


SUBJUNCTIVE MOOD. 
Present Tense. 


Que je sois y 
Que tu sois, 
Qu'il soity 
Que nous soyonsy 
Que vous soyeZy 
Qu’ils soienty 


that I may be. 
that thou mayst be. 
that he may be. 
that we may be. 
that you may be. 
that they may be. 


Subjunctive Past. 


Que je fussey 
Que tu fusseSy 
Qu'il fiity 
Que nous fussions , 
Que vous fussieZy 
Qu'ils fussenty 


that I might be. 
that thou mightst be. 
that he might be. 
that we might be. 
that you might be. 
that they might be. 


Chez son pere, at his father’s. 

80. Chez is a preposition much used in French. It signi¬ 
fies at or in the house of. It also corresponds to home ; as, II 
va chez luiy he is going home ; II va chez vouSy he is going to 
your house j II est chez luiy he is at home , II est chez sa metre, 
he is at his mother’s (house). This preposition is also used in 
the sense of among, withy or in ; as, Ciiez les Grecs, among, or 

3 


50 


EIGHTH LESSON. 


with the Greeks. In cases of doubt, however, it will be better 
to use the expression, a la maison, at home, which offers 
less difficulty in its application. 

Le peu, the little. 

The adverb peu is here used as a noun. 

81. Those parts of speech which, without being substantives, 
are accidentally used as such, are masculine; as, JJn etre, a 
being; le sublime, the sublime; l utile, the useful. 

Sur les boulevards qui etaient , 
upon the boulevards which were. 

82. Tliis would seem to be an additional meaning to qui, 
who, seen in the first lesson; but it is not so. There being no 
neuter gender in French, inanimate objects are always spoken 
of either in the masculine or in the feminine; and qui etaient 
means here literally, who were. For the same reason, It is good, 
would have to be translated by II est bon , he is good, when 
speaking of a plane; and by Elle est bonne, she is good, when 
speaking of a saw : I see it, by Je le vois , I see him, when 
speaking of the plane; and by Je la. vois , I see her, when 
speaking of the saw. 

Favorites is the feminine plural of favori, favorite , favorite ; 
-\d belles that of beau , belle , fine, beautiful, two of the few 

jectives which form their feminine irregularly. 

II s'arretait souvent , he often stopped. 

83. In French, the adverb may generally be placed after the 
verb, and before every other kind of words. 

En contemplation muette, Dans les rues , 

in mute contemplation. in the streets. 

84. Both dans and en mean in ; but dans is generally fol¬ 
lowed by a noun, while en is most often joined to a verb in the 
present participle.—Ex. En parlant , in speaking; dans la bou¬ 
tique, in the store. 

Muette is the feminine of the adjective muet , dumb, or mute. 

85. Adjectives ending in el, eil, et, ien, and on, form their 
feminine by doubling the final consonant, and adding e mute. 


EIGHTH LESSON. 


51 


The exceptions to this rule are: Complete complete; discrete 
discreet; inquiet , uneasy; secret , secret. In the feminine: Com¬ 
plete, discrete , inquiete, and secrete. 

This concludes the study of the formation of the feminine of 
adjectives: 

1. Most adjectives take an e mute in the feminine. 

2. Those ending with an e mute in the masculine do not 
change in the feminine. 

3. Those ending with el, eil, et, ien, on, double their final 
consonant, and take an e mute. 

4. Those ending with f change f into ve. 

5. Those ending with x change x into se. 

The exceptions to these rules are but few, and will be ex¬ 
plained as they occur in the text. Those already seen are : 
Bas , basse , low ; bon , bonne , good; complet, complete, complete; 
faux , fausse , false ; favori , favorite , favorite. 


EXERCISES 


UPON OBSERVATIONS 73 AND 78 . 


1. At my father’s, 80. 

2. At his mother’s, 80. 

3. At her son’s, 80. 

4. At your joiner’s, 80. 

5. Is the boy good ? 36, 37. 

6. He is good. 

7. He is not good. 

8. Is she dumb ? 85. 

9. She is not dumb, 85. 


10. She was sad. 

11. Is your mother at the joiner’s ? 

12. She is not at the joiner’s, 80. 

13. Where is she ? 

14. She is at home, 80. 

15. Is your father at home ? 80. 

16. He is not at home, 80. 

17. Where is he ? 

18. He is at his son’s, 80. 


19. Our father has a favorite proverb, 85.—20. His boy is 
dumb.—21. Their mother is good, 85.—22. What a boy ! 29.— 
23. This child is beautiful.—24. He could study, but he was 
lazy.—25. A small house.—26. A sad thing.—27. An attentive 
mother.—28. A curious shop.—29. A single street.—30. A good 
gentleman, 65.—31. What a fine day! 74, 29.—32. What a 
father! 74, 29.—33. What a mother! 74, 29. 



52 


ninth lesson. 


NINTH LESSON.* 

FIRST DIVISION.-PRACTICAL PART. 

TEXT.** 

LITERAL TRANSLATION. 

Neuvi&ane le^on. 

Ninth 

IB s’etendait quelqiiefois sur mi banc, 

extended (stretched) sometimes bench 

dans le jardin des Tnileries, on dans celni 

garden ^hat 

du Luiembonrg;, et it y assowplssait. 

there drowsed 

I! Mquentait awssi les quais c t les posits, 

frequented also quays bridges, 

et demeurait de longues lie tires, appuye 

dwelled long hours leaned 

stir nn parapet, a retarder I’eau cottier. 

parapet look water flow 

II appelait cela tine donee et molle re¬ 

called that sweet soft rev- 

verie, wne nonchalance poetique. 

ery carelessness poetical. 


TEE SAME IN GOOD ENGLISH. 

He would sometimes stretch himself on a bench, in the gar¬ 
den of the Tuileries, or the Luxembourg, and there slumber. He 
used also to frequent the quays and bridges, and would remain 
for hours together, leaning on a parapet, looking at the course 
of the water. He called that a gentle and soft revery, a poetical 
listlessness. 


See notes on pages 7 and 26. 


** See note on page 1. 




NINTH LESSON. 


53 


QUESTIONS AND ANSWERS FOR CONVERSATION * 


Quelle est cette le<?on ? 

Quand s’etendait-il sur un banc ? 

Sur-quoi s’etendait-il quelque- 
fois ? 

Ou etnit le banc sur lequel il s’e 1 - 
tendait ? 

What would he sometimes do ? 

Comment y passait-il son temps ? 

Que frequentait-il aussi ? 

Combien de temps demeurait-il 
appuye sur un parapet ? 

Ou demeurait-il appuye ? 

Que regardait-il ? 

Comment appelait-il cela? 


C’est la neuvi&me. 

Quelquefois. 

Sur un banc. 

Dans le jardin des Tuileries, ou 
dans celui du Luxembourg. 

II s’etendait sur un banc. 

II s’y assoupissait. 

Les quais et les ponts. 

II y demeurait de longues heures. 

Sur un parapet. 

II regardait I’eau couler. 

Une douce et molle reverie, une 
nonchalance poetique. 


SENTENCES FOR ORAL TRANSLATION.** 


TO BE TURNED INTO ENGLISH. 

Ou demeurez-vous ? 

Nous demeurons sur le quai. 
Nous y avons une maison. 
Avez-vous un jardin ? 

Nous avons un jardin, mais il est 
fort petit. 

La maison est-elle k vous ? 

Elle est a notre p6re. 

Vonlez-vous la voir? 

Nous ne pouvons pas. 

Nous n’avons pas le temps. 
Quelle heure est-il ? 

Il est huit heures. 

Comment appelez-vous ce jardin ? 
C’est le jardin des Tuileries. 

C’est une bien belle promenade. 


TO BE TURNED INTO FRENCH. 

Where do you live? 

We live on the quay. 

We have a house there. 

Have you a garden ? 

We have a garden, but it is a 
very small one. 

Is the house yours ? 

It is our father’s. 

Do you wish to see it ? 

We cannot. 

We have not time. 

What o’clock is it ? 

It is eight o’clock. 

How do you call this garden ? 

It is the garden of the Tuileries. 
It is a beautiful place for a walk. 


* See notes on page 2, 


** See note on page 8. 







54 


NINTH LESSON. 


Quel est ce beau pont que nous 
voyons ? 

C’est le Pont-Royal. 

Desirez-vous vous arrSter un 
peu ? 

Si vous le voulez bien. 

Voyez-vous ce monsieur appuye 
sur le parapet ? 

Comment s’appelle-t-il ? 

II s’appelle Alexis. 

Que fait-il ? 

II regarde l’eau couler. 


"What fine bridge is that we see ? 

It is the Pont-Royal. 

Do you wish to stop a little ? 

If you please. 

Do you see that gentleman lean¬ 
ing on the parapet ? 

What is his name? 

His name is Alexis. 

What is he doing ? 

He is looking at the course of the 
water. 


SECOND DIVISION.-THEORETICAL PART. 

Neuvieme, ninth, comes from neuf \ nine—the / becomes a v . 

II ^ e tend ait, he stretched himself; il s'y assoupissait , he slum¬ 
bered there ; il frequentaii, he frequented. 

The infinitive of Istendait is etendre , to stretch; of assou- 
pissait, assoupir , to slumber; and of fr^quentait, frequenter , 
to frequent. 

86. All French verbs end in the infinitive either with er, ir, 
or re. Those ending with er are said to be of the first conju¬ 
gation ; those ending with ir are of the second; and those end¬ 
ing with re, of the third. 

87. Many grammarians make a particular class of the verbs 
in oir; but their model of conjugation being applicable to 
seven verbs only, it has been omitted throughout this work. 
The verbs in oir will be found explained among the irregular 
verbs. 




NINTH LESSON. 


55 


Model of the First Conjugation. 

INFINITIVE MOOD. 

Parler , to speak. 

Present Participle. Past Participle. 

Parlant , speaking. Parle , spoken. 


INDICATIVE MOOD. 

Present Tense. 

Je parle, I speak, am speaking, or do speak. 

Tu paries , thou speakest, art speaking, or dost speak. 

II parle , he speaks, is speaking, or does speak. 

Nous parlons , we speak, are speaking, or do speak. 

Vous parlez , you speak, are speaking, or do speak. 

Ils par lent, they speak, are speaking, or do speak. 


Je parlais, 

Tu parlais, 

II parlait, 

Nous parlions , 
Foits parliez, 

//s parlaient, 

Je parlai, 

Tu parlas, 

II parla, 

Nous parlames, 
Fows parlates, 
//s parlerent , 

Je parlerai , 
parleras , 
i7 parlera , 
iYWs parlerons, 
Vous parlerez , 
parleront, 


Imperfect. 

I spoke, or was speaking, 

thou spokest, or wast speaking, 
he spoke, or was speaking, 

we spoke, or were speaking, 

you spoke, or were speaking, 

they spoke, or were speaking. 

Past Tense Definite. 

I spoke, or did speak, 

thou spokest, or didst speak, 
he spoke, or did speak, 

we spoke, or did speak, 

you spoke, or did speak, 

they spoke,- or did speak. 

Future. 

I shall speak, or will speak, 
thou shalt speak, or wilt speak, 
he shall speak, or will speak, 
we shall speak, or will speak, 
you shall speak, or will speak, 
they shall speak, or will speak. 


56 


NINTH LESSON. 


V 

CONDITIONAL MOOD. 


Je parley ais, 

Tu parlerais , 

II parlerait , 
Nous parlerions, 
Vous parleriez , 
Ils parleraient , 


I should speak, or would speak, 
thou shouldst speak, or wouldst speak, 
he should speak, or would speak, 
we should speak, or would speak, 
you should speak, or would si 


they should speak, or would speak. 


IMPERATIVE MOOD. 

Parle , speak (thou). 
Parlons , let us speak. 
Parlez , speak (you). 


SUBJUNCTIVE MOOD. 


Present Tense. 


Que je parle , 

Que tu paries , 
QiCil parle , 

Que nous parlions , 
Owe vows parliez, . 
Quails par lent , 


that I may speak, 
that thou mayst speak, 
that he may speak, 
that we may speak, 
that you may speak, 
that they may speak. 


Subjunctive Past. 


Que je parlasse , 

Owe tu parlasses , 
Ow’iZ parldt , 

Owe wows parlassions , 
Owe vows parlassiez , 
Qu'ils parlassent , 


that I might speak, 
that thou mightst speak, 
that he might speak, 
that we might speak, 
that you might speak, 
that they might speak. 


88. The verbs ending with er in the infinitive are the most 
numerous, and are all conjugated like parley , to speak. 

89. The only exception to this rule is oiler , to go, whose 
irregularities will be explained later. 


NINTH LESSON. 57 

The verbs of the first conjugation which have already been 
seen in the text, are : 


Animer, 

to animate. 

Fldner, 

to loiter. 

Appeler, 

to call. 

Frequenter , to frequent. 

Appuyer, 

to lean. 

Forcer, 

to force. 

Arreter, 

to stop. 

Guider, 

to guide. 

Cesser, 

to ce*ase. 

Oublier, 

to forget. 

Corriger, 

to correct. 

Passer, 

to pass. 

Couler, 

to flow. 

Penser, 

to think. 

Demeurer, to live, to dwell. 

Placer, 

to place. 

Desirer, 

to desire. 

Posseder, 

to possess. 

Desoler, 

to grieve. 

Prononcer, 

to pronounce. 

Dormer, 

to give. 

Rapporter, 

to bring back. 

Etudier, 

to study. 

Regarder, 

to look upon. 

Examiner, 

to examine. 

Retirer, 

to withdraw. 

Exercer, 

to exercise. 

Retrousser, to tuck up. 

90. Celui, THIS, THAT, or 

THE ONE, is 

, the masculine 


Celle, seen in the fourth lesson. (46, 47.) 

Demeurait comes from demeurer , to live, to dwell ; and 
appelait from appeler, to call, — two verbs of the first conju¬ 
gation. 

Reverie, revery. 

91. The termination ie is common to substantives, about 
four hundred of which end in English in y, without any or 
scarcely any other difference of spelling; as, Maladie , malady; 
anarchie, anarchy; astrologie, astrology ; batterie, battery ; bro- 
derie , broidery, embroidery ; cavalerie, cavalry ; coquetterie , co¬ 
quetry ; flatterie, flattery, etc. 

Poetique, poetical. 

92. The termination ique is found in a great number of 
words, some of which are substantives, but the greater part 
adjectives. Most of these words are nearly the same in both 
languages, and differ only by the termination, which in English 
is ic for the substantives, and ic or ical for the adjectives; as, 
Musique, music; logique, logic ; comique, comic or comical; Ira- 
gique, tragic or tragical; historique, historic or historical, etc. 

3 * 


58 


NINTH LESSON. 


Eau , water, is feminine by exception. 

Longues , douce , and molle , are three adjectives which form 
their feminine irregularly. The masculine singular is long , long; 
doux , sweet; and wow, soft. Longues is the feminine plural, 
molle and douce the feminine singular. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. I give, 88. 

2. He gives. 

3. We give. 

4. You give. 

5. They give. 

6. I gave, 88. 

7. He gave. 

8. We gave. 

9. You gave. 

10. They gave. 

11. I shall give. 

12. He shall give. 

13. We shall give. 

14. You shall give. 

15. They shall give. 


16. I should give. 

17. He should give. 

18. We should give. 

19. You should give. 

20. They should give. 

21. I have given, 32. 

22. He has given. 

23. We have given. 

24. You have given. 

25. They have given. 

26. I had given. 

27. Give. 

28. Let us give. 

29. Giving. 

30. To give. 


31. On which bench is his father?—32. On that which is in 
the garden, 90.—33. This bridge is very long.—34. Is that 
water good ? 36, 37.—35. The second division of our lesson is 
analytical, 92.—36. The Boulevards are his favorite walk, 39.— 
37. He has forgotten the day and the hour.—38. He was study¬ 
ing in the shop, 31, 84.—39. Examine this thing.—40. Stop 
that workman.—41. This flattery, 91.—42. This drapery, 91.— 
43. This music, 92.—44. That domestic, 92.—45. That repub- 
Tc, 92. 



TENTH LESSON. 


59 


TENTH LESSON.* 

FIEST DIVISION.-PEACTICAL PAET. 

TEXT .** *** 

LITERAL TRANSLATION. 

Hixi£me le^on. 

Tenth 

I*a plupart dcs paresseux pretendeiit 

most part ^ pretend 

etre poetes oat artistes; beau cou p d’entre 

to be poets or artists many between 

eux tmissent me me par se persuader 

them finish even to themselves to persuade 

qu’ils le soait. Nous lie voulons pas dir© 

they will to say 

que tons les poetes sole sit des paresseux. 

be 

Non vraiment, nous n’avons pas une 

No indeed 

pare i lie pen see ! l^a justice vewt que 

like thought justice wills 

nous rendiens homma^e au genie r£el. 

render homage genius real 


* As it is desirable to limit the time to be spent in the review indicated 
in note * on page 7 to a quarter of an hour at the utmost, it would be per¬ 

haps well now, in addition to the modification already suggested in note * 
on page 26, to cease, by degrees, to rehearse the first lessons, the text of 
which, by this time, may be supposed to have been thoroughly mastered 
This observation, however, is not intended to recommend a total neglect of 
them, but rather a systematical omission of a portion, in the following 
order, leaving out to begin with the first three, then the 2d, 3d, 4th, and 
so on. 

*** The exercises pointed out in note * on page 1 continue as important as 
ever, and should be faithfully attended to. The writing portion of them, 
though, could now be entirely prepared at home. 



60 TENTH LESSON. 

Aussi admirons-iaoMS ce qu’il y a de 

admire there is 

sublime et de touclaant dans les pro¬ 

sublime touching In¬ 

ductions de Part et de la poesie. 

ductions art poetry. 


THE SAME IN GOOD ENGLISH. 

Most idlers,pretend that they are either poets or artists; and 
many of them persuade themselves in the end that they are so. 
We do not mean to say that all poets are idlers. No, indeed; 
we do not entertain such a thought. It is but just to pay 
homage to real genius; and we admire all that is sublime and 
affecting in the productions of art and poetry. 


QUESTIONS AND ANSWERS FOR CONVERSATION* 


Quelle est cette le 9 on ? 

Quels sont les hommes qui pre- 
tendent etre poetes ou artistes ? 

Que pretendent la plupart des 
paresseux ? 

Sont-ils persuades qu’ils sont 
poetes ou artistes ? 

Qu’est-ce que nous ne voulons 
pas dire ? 

Pensez-vous que tous les poetes 
soient des paresseux ? 

A quoi rendons-nous hommage? 

Pourquoi lui rendons-nous hom¬ 
mage? 

Que rendons-nous au genie reel ? 

Dans quelles productions y a-t-il 
quel que chose de sublime et de 
touchant?. 


O’est la dixteme. 

La plupart des paresseux. 

Ils pretendent etre poetes ou 
artistes. 

Beaucoup d’entre eux finissent 
par se persuader qu’ils le sont. 

Que tous les poetes soient des 
paresseux. 

Non vraiment, nous n’avons pas 
une pareille pens6e! 

Au genie reel. 

Parce que la justice le veut. 

Nous lui rendons hommage. 

Dans les productions de l’art et 
de la poesie. 


* See notes on page 2, For the sake of making the questions in French, 
without using any other words than those known to the student, the pre¬ 
ceptor is identified with the author; and the sentiments of the latter are 
regarded as received axioms. 






TENTH LESSON. 


61 


Qu’y a-t-il dans les productions 
do l’art et de la poesie ? 
Qu’est-ce quo nous admirons ? 


II y a quelque chose de sublime 
et de touchant. 

Ce qu’il y a de sublime et de 
touchant dans les productions 
de l’art et de la poesie. 


SENTENCES FOR ORAL TRANSLATION.* 


TO BE TURNED INTO ENGLISH. 

Que regardez-vous? 

Nous regardons ce monument. 

N’est-ce pas qu’il est admirable ? 
Sans doute. Mais il a des de- 
fauts. 

L’avez-vous bien examine ? 
Pourquoi cette question? 

Parce que les premiers artistes 
pretendent qu'ii est sans de- 
1 faut. 

Ce n’est pas notre opinion. 

Vous ne rendez pas justice au 
genie. 

Nous ne posgedons pas beaucoup 
de monuments pareils. 

Nous ne savons que repondre. 
Vous nous avez persuades. 

Vous repondez ironiquement. 
Non Vraiment! 

Ou sont les enfants ? 

Ils sont dans le jardin. 

Pourquoi ne les appelez-vous pas ? 
Parce qu’ils sont fort bien dans 
le jardin. 

C’est vrai. 

Vous avez raison. 

Voulez-vous entendre de la poe¬ 
sie? 

Si vous le voulez bien. 


TO BE TURNED INTO FRENCH. 

What are you looking at ? 

We are looking at that monu¬ 
ment. 

Is it not admirable ? 

Undoubtedly. But there are 
some imperfections in it. 

Have you examined it well ? 
Wherefore this question? 

Because the first artists maintain 
it is perfect. 

It is not our opinion. 

You do not do justice to genius. 

We do not possess many monu¬ 
ments like this. 

We know not what to answer. 
You have persuaded us. 

You answer ironically. 

No indeed! 

Where are the children? 

They are in the garden. 

Why don’t you call them ? 
Because they are very well in the 
garden. 

It is true. 

You are right. 

Do you wish to hear some poetry ? 
If you please. 


* See note on page 8. 










62 


TENTH LESSON. 


Quelle touchante description! 
Qaelles belles pensees! 

Ce poete est sublime. 

O’est un homme de genie. 


What an affecting description! 
What beautiful thoughts! 

This poet is sublime. 

He is a man of genius. 


SECOND DIVISION. —THEOEETICAL PAKT, 


Dixieme, tenth, comes from dix , ten. 

Entre enx, between or among them. 

93. We have already seen ils, elles , for they , and les for them . 
Speaking of persons, both they and them have to be translated 
by eux for the masculine, and by elles for the feminine, when 
used isolately ’, i. e., chiefly after c^st, it is, and c[ue, as, than, 
only, or any preposition except to, and even then if to is pre¬ 
ceded by Jest or que. — Ex. Aussi ambitieux qu'eux , as ambitious 
as they; Jest a eux que je les donne, it is to them I give them; 
sans eux , without them. 

Finissent is the third person plural of the present tense of 
the indicative mood of the verb firiir , to finish. 

Model of the Second Conjugation. 

INFINITIVE MOOD. 

Finir , to finish. 

Present Participle. Past Participle. 

Finissant, finishing. Fini, finished. 


INDICATIVE MOOD. 


Je finis , 

Tu finis , 

II finis, 

JSFous finissons , 
Vous finissez, 
Ils finissent, 


Present Tense. 


I finish, 
thou finishest, 
he finishes, 
we finish, 
you finish, 
they finish, 


am finishing, 
art finishing, 
is finishing, 
are finishing, 
are finishing, 
are finishing, 


or do finish, 
or dost finish, 
or does finish, 
or do finish, 
or do finish, 
or do finish. 




TENTH LESSON. 


63 


Je finissais , 

Imperfect. 

I finished, 

or was finishing. 

T 7 ^ finissais , 

thou finishedst, 

or wast finishing. 

II finissait , 

he finished, 

or was finishing. 

.ZVWs finissions , 

we finished, 

or were finishing. 

Foms fi.nissiez , 

you finished, 

or were finishing. 

7/s finissaienty 

they finished, 

or were finishing. 


Past Tense Definite. 

Je finisy 

I finished, 

or did finish. 

Tu finiSy 

thou finishedst, 

or didst finish. 

II finity 

he finished, 

or did finish. 

Nous finimeSy 

we finished, 

or did finish. 

Vous finiteSy 

you finished, 

or did finish. 

7/s finirenty 

they finished, 

or did finish. 

Je finiraiy 

Future. 

I shall finish, 

or will finish. 

Tu finiraSy 

thou shalt finish, or wilt finish. 

II finira , 

he shall finish, 

or will finish. 

Nous finironSy 

we shall finish, 

or will finish. 

Vous finireZy 

you shall finish, 

, or will finish. 

7/s finironty 

they shall finish, or will finish. 


CONDITIONAL MOOD. 


Je finirais , 

Tu finirais , 

II finirait , 
Nous finirions , 
Ferns finiriez , 
7/s finiraient , 


I should finish, 
thou shouldst finish, 
he should finish, 
we should finish, 
you should finish, 
they should finish, 


or would finish, 
or wouldst finish 
or would finish, 
or would finish, 
or would finish, 
or would finish. 


IMPEKATIVE MOOD. 

Finis , finish (thou). 

Finissons , let us finish. 
Finissez , finish (you). 


64 - 


tenth LESSON. 


SUBJUNCTIVE MOOD. 
Present Tense. 


Que je Jinisse, 

Que tu Jinisse s, 
Quit Jinisse, 

Que nous Jinissions, 
Que vous Jinissiez, 
‘Qu'ils Jinissent, 


that I may finish, 
that thou mayst finish, 
that he may finish, 
that we may finish, 
that you may finish, 
that they may finish. 


Subjunctive Past. 


Que je Jinisse, 

Que tu Jinisses, 
QtjCU Jinit, 

Que nous Jinissions, 
Que vous Jinissiez, 
Qu'ils Jinissent, 


that I might finish, 
that thou mightst finish, 
that he might finish, 
that we might finish, 
that you might finish, 
that they might finish. 


94. The syllable iss, incorporated into the terminations of 
several tenses and persons, characterizes the conjugation of the 
verbs in ir, most of which are conjugated like Jinir, to finish. 

The regular verbs of the second conjugation which have oc¬ 
curred in the text, are : Affranchir , to free; assoupir , to drowse; 
Jinir, to finish ; and reunir , to collect. The irregular ones are : 
Assaillir , to assail; avoir , to have; obtenir , to obtain; pouvoir , 
to be able; recevoir , to receive; savoir , to know; voir , to see; 
and vouloir , tu wish. Avoir has already been seen ; the others 
will be explained later. 

Meme, seen in the fourth lesson as an adjective, is an adverb 
in this, and signifies even. 

Its Jinissent par se persuader qu’ils le sont (i. e., qu'ils sont 

poetes ou artistes). 

95. The pronoun le may represent either a substantive, or 
an adjective , or a verb , or a preposition. In the first case only 
it is variable, and takes the gender and number of the substan¬ 
tive which it represents: it then becomes la in the feminine 
and les in the plural of both genders. In the other cases, and 


TENTH LESSON. 


65 


particularly when.it represents an adjective, or even a substan¬ 
tive used adjectively, as poetes and artistes in the above example, 
it is invariable. 

Nous ne voulons pas dire qu’ils soient, 

we do not wish to say that they are—literally, we do not 
wish to say that they may be. 

96. Certain tenses are sometimes used in French contrary to 
English usage, as, when a verb is subjoined to a negative or an 
interrogative proposition, the subjunctive mood is generally re¬ 
quired, unless this subjoined verb expresses a positive, incontest¬ 
able fact. Thus: “ Nous ne voulons pas dire qu'ils soient pa- 
resseux ” signifies, We do not mean to say that they are idle (they 
may be so or not); and 11 Nous ne voulons pas dire qu'ils sont 
paresseux” implies that We know they are idle , but we will not 
say that they are so. 

Pareille is the feminine form of pareil , similar, like. 

Heel, real. 

97. There are about ninety adjectives ending in el in French 
and in al in English, with scarcely any other difference than 
the change of a into e ; as, Reel, real; accidentel , accidental; 
annuel, annual; continuel, continual; eternel, eternal; ponctuel, 
punctual; additionnel , additional; conditionnel , conditional, etc. 

Aussi admirons-nous, also we admire—literally, do we 
admire ? 

98. The interrogative form* may be used instead of the af-. 
firmative after the words aussi, also; peut-etre, perhaps; encore, 
yet, still; toujours, always; en vain , in vain; du moins or au 
rnoins, at least; and a peine, scarcely, or hardly. 

Ce qu’il y a, what there is. 

99. Ce qui and ce que generally mean what, in the sense 
of that which, or the thing which. Ce qui is for the nomina¬ 
tive case, and ce que for the objective. 

100. II y a is the present tense of the indicative mood ot 
the impersonal verb y avoir, there to be. 11 y a signifies 
there is, or there are; il y avail, there was, or there were. 


66 


TENTH LESSON. 


Throughout the whole conjugation, the verb avoir is used instead 
of the verb etre , and is preceded by il y. In interrogations, y 
remains before the verb, and il is placed after it; as, Y a-t-il? 
is there, or are there? y avait-il? was there, or were there ? 

Hommage , homage, and genie , genius, are masculine, and 
plupart , greater part, is feminine by exception. 

Admirer , to admire; persuader , to persuade ; toucher , to touch, 
are regular verbs of the first conjugation. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. I collect, 94. 

2. He collects. 

3. We collect. 

4. You collect. 

5. They collect. 

6. I collected. 

7. He collected. 

8. We collected. 

9. You collected. 

30. They collected. 

11. I shall collect. 

12. He shall collect. 

13. We shall collect. 

14. You shall collect. 

15. They shall collect. 


16. I should collect, 94. 

17. He should collect. 

18. We should collect. 

19. You should collect. 

20. They should collect. 

21. I have collected. 

22. He has collected. 

23. We have collected. 

24. You have collected. 

25. They have collected. 

26. I had collected. 

27. Collect. 

28. Let us collect. 

29. Collecting. 

30. To collect. 


31. We do not study much. —32. Is there a bridge at the 
end of the street? 100.—33. Are there any workmen in the 
garden? 100.—34. There are some poets without genius, 100.— 
35. There was some water in the shop, 100.—36. There is a 
plane on the joiner’s bench, 100.—37. He has but one son, 5.— 

38. We do not think that these shops are large enough.— 

39. Have you heard what he has said? 99.—40. I have heard 
it, 95.—41. Where are my sleeves?—42. You have them.— 
43. You have them not. —44. They are on the bench. 



ELEVENTH LESSON. 


67 


ELEVENTH LESSON.* 

FIRST DIVISION.-PRACTICAL PART. 

TEXT.** 

LITERAL TRANSLATION. 

©nzi&ine Ic^on. 

Eleventh 

^eukment nows avons remarque que 

Only have remarked 

bien des gens s’imaginent avoir le lean 

many people imagine to have fire 

sacre, et sentir “ du del Vinfluence 

sacred to feel heaven influence 

secrete,” powr pew qw ? ifls aiesit barbowille 

secret if ever so little have daubed 

quelqnes feuilles de papier et qw’ils 

sheets paper 

aiment a se promener les bras crosses 

love walk about arms crossed (folded) 

et le nez towrne vers les cieux. €es 

nose turned towards heavens (skies) 

insignifiants person stages, | bien qat 5 | ils 

insignificant personages though 

crowpissent dans Pinaction et qu’ils ne 

wallow inaction 

rendent awcwn service a la societe, 

render no (not any) service society 

regardent les travaillewrs comme intini- 

look upon laborers infinite- 

ment | au-dessous d ? | enx. 

ly below 


See 1st note on page 59. 


** See 2d note on page 59. 



68 


ELEVENTH LESSON. 


THE SAME IM GOOD ENGLISH. 

But we'have observed that many people imagine they possess 
the sacred fire, and fancy they feel the secret influence of heaven, 
because they have scribbled over a few sheets of paper, and are 
fond of walking about with their arms folded and with their 
noses turned up towards the skies. These insignificant people, 
though they give way to idleness and do no service to society, 
look upon pains-taking men as far below them. 


QUESTIONS AND ANSWERS FOR CONVERSATION* 


Quelle est cette le<jon? 

Qui est-ce qui s’imagine avoir le 
feu sacre ? 

Qu’estce que bien des gens s’ima- 
ginent avoir ? 

Qu’est-ce que bien des gens s’ima- 
ginent sentir? 

Qu’est-ce que ces gens barbouil- 
lent*? 

En quelle occasion ces gens s’ima- 
ginent-ils avoir le feu sacre ? 

Que tournent-ils vers les cieux ? 

Vers quoi tournent-ils le nez? 

Qu’aiment-ils a faire, les bras 
croises et le nez tourne vers 
les cieux? 

Comment aiment-ils a se prome- 
ner? 

Ces personnages sont-ils utiles? 

Dans quoi croupissent-ils ? 

Quels sont les hommes qui crou- 
pissent dans l’inaction ? 

A qui ne rendent-ils aucun ser¬ 
vice? 

Qui regardent-ils comme infini- 
ment au-dessous d’eux? 

Comment regardent-ils les tra- 
vailleurs ? 


C’est la onzieme. 

Bien des gens. 

Le feu sacr6. 

Du ciel l’influence secrete. 

Quelques feuilles de papier. 

Pour peu qu’ils aient barbouille 
quelques feuilles de papier. 

Le nez. 

Vers les cieux. 

Ils aiment a se promener. 

Les bras croises et le nez tourne 
vers les cieux.. 

Ils sont insignifiants. 

Dans l’inaction. 

Ces insignifiants personnages. 

A la societe. 

Les travailleurs. 

Comme infiniment au-dessous 
d’eux. 


* See notes on page 2. 





ELEVENTH LESSON. 


69 


SENTENCES FOR ORAL TRANSLATION.* 


TO BE TURNED INTO ENGLISH. 

II y a une citation dans cette 
legon. 

Sentir du ciel l’influence secrete 
est une inversion poc tique. 

C’est une expression de Boileau. 

Boileau est un poete franqais. 

C’est un bon poete. 

C’est un des meilleurs poetes 
frangais. 

Son Art poetique est excellent. 

Mais ce poete n’est pas un genie 
sublime. 

II n’est pas m6me toucbant. 

Qu’est-il done ? 

II est surtout satirique. 

II y a de basses flatteries dans 
quelques-unes de ses composi¬ 
tions. 

C’est indigne d’un bomme de 
genie. 

Aimez-vous la poesie ? 

Beaucoup. 

Nous avons etudie les meilleurs 
poetes. 

Nous avons meme barbouille 
quelques feuilles de papier. 

Aimez-vous k vous promener les 
bras croises? 

Quelquefois. 

Ou. vous promenez-vous ? 

Dans notre jardin. 

Nous y passons trois ou quatre 
heures tous les jours. 

Voulez-vous suivre notre exem- 
ple? 

Pas pour cette fois. 


TO BE TURNED INTO FRENCH. 

There is a citation (quotation) in 
this lesson. 

To feel of heaven the secret influ¬ 
ence is a poetical inversion. 

It is an expression of Boileau’s. 

Boileau is a French poet. 

He is a good poet. 

He is one of the best French 
poets. 

His “ Art of Poetry ” is excellent. 

But this poet is not a sublime 
genius. 

He is not even afiecting. 

What is he then ? 

He is principally satirical. 

There is base flattery in some of 
his compositions. 

It i 3 unworthy of a man of genius. 

Are you fond of poetry ? 

"Very. 

We have studied the best poets. 

We have even scribbled over 
some sheets of paper. 

Are you foud of walking about 
with your arms folded ? 

Sometimes. 

Where do you walk ? 

In our garden. 

We pass three or four hours there 
every day. 

Will you follow our example ? 

Not for this time. 


* Sne note on page 3. 








70 


ELEVENTH LESSON. 


Un autre jour, si vous le voulez 
bien. 

Nous ne pouvons pas demeurer 
plus longteraps. 

Quelle heure est-il done? 

II est onze heures. 

Adieu. 


Another day, if you please. 

We cannot remain longer. 

What o’clock is it then? 

It is eleven o’clock. 
Farewell. 


SECOND DIVISION. — THEORETICAL PAKT. 

Onzieme, eleventh, comes from onze , eleven. 

Bien des gens , many people. 

101. Bien, seen in the fifth lesson in the sense of well , be¬ 
comes a synonym of beaucoup , when it is combined with the 
compound article du , de la , des , and corresponds to much and 
many ; as, Bien du temps , much time; bien de Vinfluence, much 
influence; bien des artistes , many artists; bien des gens , many 
people. 

Gens, which signifies people , folks , or persons , is masculine, 
and is used only in the plural. 

Pour peu que is a gallicism which corresponds to the English 
expressions, ever so little , or, at all ; as, “ Pour peu quails regar¬ 
ded , If they look ever so littleor, “ If they look at all.” This 
conjunctive form is always followed by the subjunctive mood. 

Cieux is the plural of del , heaven, one of the few words 
which form their plural irregularly in French. 

Bien que is a conjunction corresponding to though or al¬ 
though. It is followed by the subjunctive mood. 

Rendent is the third person plural of the indicative mood, 
present tense, of the verb rendre , to render, or give back. 

Model of the Third Conjugation. 

INFINITIVE MOOD. 

Rendre , to give back. 

Present Participle. Past Participle. 

Rendant , giving back. Rendu , given back. 




ELEVENTH LESSON. 


71 


INDICATIVE MOOD. 

Present Tense. 

Je rends , I give back, am giving back, or do give back. 
Tu rends, thou givest back, art giving back, or dost give back. 
II rend , he gives back, is giving back, or does give back. 

Nous rendons, we give back, are giving back, or do give back. 
Vous rendez, you give back, are giving back, or do give back. 
Ils rendent, they give back, are giving back, or do give back. 


Je rendais , 

Tu rendais, 

II rendait, 
Nous rend ions, 
Vous rendiez, 
Ils rendaient, 


Imperfect. 

I gave back, 
thou gavest back, 
he gave back, 
we gave back, 
you gave back, 
they gave back, 


or was giving back, 
or wast giving back, 
or was giving back, 
or were giving back, 
or were giving back, 
or were giving back. 


Je rend is, 

Tu rendis, 

II rendit, 

Notes rendimes, 
Vous rendites, 
Ils rendirent, 


Je rendrai, 

Tu rendras, 

II rendra, 

Nous rendrons, 
Vous rendrez, 
Ils rendront , 


Past Tense Definite. 


I gave back, 
thou gavest back, 
he gave back, 
we gave back, 
you gave back, 
they gave back, 


or did give back, 
or didst give back, 
or did give back, 
or did give back, 
or did give back, 
or did give back. 


Future. 

I shall give back, 
thou shalt give back, 
he shall give back, 
we shall give back, 
you shall give back, 
they shall give back, 


or will give back, 
or wilt give back, 
or will give back, 
or will give back, 
or will give back, 
or will give back. 



72 


ELEVENTH LESSON. 


CONDITIONAL MOOD. 


Je rendrais , 

Tu rendrais , 

II rendrait , 
JVous rendrions , 
Fows rendriez , 
rendraient , 


I should give back, 
thou shouldst give back 
he should give back, 
we should give back, 
you should give back, 
they should give back, 


or would give back. 

, or wouldst give back, 
or would give back, 
or would give back, 
or would give back, 
or would give back. 


IMPEBATIVE MOOD. 

Rends , give (thou) back. 

Rendons , let us give back. 

Rendez, give (you) back. 


SUBJUNCTIVE MOOD. 


Present Tense. 


Que je rende , 

Que tu rendes , 
Qu'il rende , 

Que nous rendions , 
Que vous rendiez , 
Qu'ils rendent , 


that I may give back, 
that thou mayst give back, 
that he may give back, 
that we may give back, 
that you may give back, 
that they may give back. 


Subjunctive Past. 


Que je rendisse , 

Que tu rendisses , 
Qu'il rendit , 

Que nous rendissions , 
WW6* rendissiez , 
Qu'ils rendissent , 


that I might give back, 
that thou mightst give back, 
that he might give back, 
that we might give back, 
that you might give back, 
that they might give back. 


102. The verbs in re have some of their tenses formed like 
those in er , and some like those in ir. Most of them are conju¬ 
gated like rendre , to give back. 

The regular verbs of the third conjugation which have oc¬ 
curred in the text are : Entendre , to hear; etendre , to stretch ; 
preteridre, to pretend ; rendre, to give back; repondre , to re- 


ELEVENTH LESSON. 


73 


spond or answer; and suspendre, to suspend. TJhe irregular 
ones are : Dire, to say ; etre, to be ; faire, to do or to make; 
and suivre, to follow. Etre , to be, lias already been seen; the 
others will be explained later. 

103. We have now completed the study of the regular verbs. 
Those ending with er are conjugated like parler, those ending 
with ir like jinir , and those ending with re like rendre. 

104. The irregular verbs, though numerous, are for the most 
part only derivatives or compounds of about forty radical ones. 
One of these will be taken up at each successive lesson until all 
of them shall have been introduced, and then any irregular word 
will readily be properly conjugated, if we remember that decou- 
dre, to unsew, recoudre, to sew again, resemble coudre , to sew; 
entreprendre , to undertake, reprendre , to retake, resemble prendre , 
to take; etc. 

105. Aucun, any one, means no, none, or not one, when ne is 
put before the verb. It is seldom used in the plural: its femi¬ 
nine is aucune. 

Soci6t 6, society, is of the feminine gender. 

106. Substantives ending in te are very numerous in French; 
most of them have their correspondents in English in ty ; as, 
Societe , society; liberte, liberty ; necessity necessity. They are 
feminine. The exceptions are : Aparte , words spoken aside; 
arrete , resolution ; comite , committee; comte, county; cdte , side; 
depute , deputy; ete, summer; pate, pie ; precipite, precipitate; 
and traitc, treaty,—which are masculine. 

Personnage, personage, and service , service, are masculine by 
exception. 

Secrete is the feminine of secret , secret, one of the few adjec¬ 
tives which form their feminine irregularly. 

Aimer, to love or to like; barbouiller , to daub; croiser, to 
cross; imaginer, to imagine; promener, to promenade; remar- 
quer , to remark; and tourner , to turn, are regular verbs of the 
first conjugation. Croupir, to wallow, and sentir, to smell or to 
feel, are of the second; but sentir is irregular, and will be ex¬ 
plained later. 


4 


ELEVENTH LESSON. 


U 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. I hear, 102. 

16. I should hear. 

2. He hears. 

17. He should hear. 

3. We hear. 

18. We should hear 

4. You hear. 

19. You should hear. 

5. They hear. 

20. They should heal 

6. I heard. 

21. I have heard. 

7. He heard. 

22. He has heard. 

8. We heard. 

23. We have heard. 

9. You heard. 

24. You have heard. 

10. They heard. 

25. They have heard. 

11. I shall hear. 

26. I had heard. 

12. He shall hear. 

27. Hear. 

13. We shall hear. 

28. Let us hear. 

14. You shall hear. 

29. Hearing. 

15. They shall hear. 

30. To hear. 


31. Do you-know all tlie lessons from the first to the elev- 
enth ?—32. I have studied them.—33. Those children love 
their father and their mother.—34. His sons study their les¬ 
sons.—35. Where is the difficulty ?—36. The joiner’s shop is at 
the end of the street.—37. They do not answer, though they 
hear the question.—38. They are not lazy, though they free 
themselves from all restraint.—39. Have you the joiner’s plane ? 
40. I have given it back.—41. Where is your paper?—42. You 
know where it is.—43. No man,* 105.—44. No liberty, 105,106. 
—45. No necessity, 105, 106. 


* Ne is suppressed when there is no verb in the sentence. This observa¬ 
tion applies to all the words which require this negative. 

Ex. No man, aucun homme; no bread, pas depain. 




TWELFTH LESSON. 


75 


TWELFTH LESSON.* 

FIRST DIVISION.-PRACTICAL PART. 

TEXT .** 

LITERAL TRA NSLATIO1ST 

Douzi^iie lecosa. 

Twelfth 

Plusieurs des compa^nons d’Alexis, 

Several companions 

avaid fie mesne caract&re que lui, contri- 

having same character as contrib- 

Miaient a fi’entretenir dans ces dlspo- 

uted keep dispo¬ 

sitions oisives. u Aous serious Men tons,” 

sitions idle should be very foolish 

disaient-ils, “ de bailler s«r des gram- 

said to yawn gram- 

maires et des dictionnaires, cons me no as 

mars dictionaries 

fie iaisiosis a 1’ecofie, oat nous perissions 

did school were perishing 

d’ennui, noircissant ssos calsiers de snots 

ennui blackening our copy-books words 

qtte nows n’entendions gti&re, et attendant 

understood but little waiting 

impatiemment l’heure de fla recreation.” 

impatiently recreation. 


* See 1st note on page 59. 


** See 2d note on page 59. 





76 


TWELFTH LESSON. 


THE SAME IN GOOD ENGLISH. 

Several of the companions of Alexis, having the same character 
as himself, contributed to maintain him in this idle disposition. 
“We should be very foolish,” said they, “to be yawning over 
grammars and dictionaries, as we used to do at school, where we 
were ready to die with ennui; blotting our copy-books with 
words that we scarcely understood, and waiting impatiently for 
the hour of play.” 


QUESTIONS AND ANSWERS FOR CONVERSATION* 


Quelle est cette legon ? 

Qui est-ce qui avait le meme ca- 
ractere qu’Alexis ? 

Quel caractere avaient plusieurs 
de ses compagnons ? 

A quoi contribuaient-ils ? 

Qui est-ce qui disait: “Nous se- 
rions bien fous de b&iller sur 
des grammaires et des diction- 
naires ? ” 

Sur quoi seraient-ils fous de Mil¬ 
ler? 

Oii b&illaient-ils sur des gram¬ 
maires et des dictionnaires ? 

De quoi perissaient-ils k l’ecole? 

Qu’est-ce qu’ils noircissaient ? 

De quoi noircissaient-ils leurs ca¬ 
ll iers ? 

Qu’est-ce qu’ils attendaient impa- 
tiemment ? 

Comment attendaient-ils 1’heure 
de la recreation ? 


C’est la douzteme. 

Plusieurs de ses compagnons. 

Le meme caract&re que lui. 

A l’entretenir dans ces disposi¬ 
tions oisives. 

Les compagnons d’Alexis;— or, 
Plusieurs compagnons d’Alexis. 

Sur des grammaires et des dic¬ 
tionnaires. 

A l’ecole. 

Ils perissaient d’ennui. 

Leurs caliiers. 

De mots qu’ils n’entendaient 
guCre. 

L’heure de la recreation. 

Impatiemment. 


* See notes on page 2. 





TWELFTH LESSON. 


77 


SENTENCES EOR ORAL TRANSLATION.* 


TO BE TURNED INTO ENGLISH. 

Ou sont nos compagnons ? 

11s sont a l’ecole. 

Comment passent-ils leur temps ? 

Us etudient le grec et le latin. 

Ils noircissent lenrs cahiers de 
mots qu’ils n’entendent guere. 

Aiinent-ils cette occupation ? 

Ils perissent d’ennui. 

11s sont tou jours a bAiller. 

Pauvres jeunes gens! 

Ils sont bien tristes. 

Ils n’aiment pas la grammaire, 
bien qu’ils ne soient pas pares- 
seux. 

Quand ils etaient chez eux, ils 
n’etaient jamais oisifs. 

On les voyait toujours faire quel- 
que chose. 

Yous savez qu’ils sont fort intel- 
ligents. 

Pourquoi done ne sont-ils plus de 
m6me ? 

11 y a pour cela plusieurs raisons. 

La premiere, e’est qu’ils n’etaient 
pas forces de travailler. 

ns etaient seulement guides par 
leur pere, qui etait bien bon 
pour eux. 

Ils etndiaient des choses moins 
serieuses que la grammaire. 

Vous avez bien de l’aversion pour 
la grammaire. 


TO BE TURNED INTO FRENCH. 

Where are our companions ? 

They are at school. 

How do they spend their time? 

They study Greek and Latin. 

They blacken their copy-books 
with words that they under¬ 
stand but little. 

Do they like this occupation ? 

They are dying with ennui. 

They are always yawning. 

Poor young people! 

They are very sad. 

They do not like grammar, though 
they are not lazy. 

When they were at home, they 
were never idle. 

They were always seen doing 
something. 

You know they are very intelli¬ 
gent. 

Why then are they no longer the 
same ? 

There are several reasons for it. 

The first is, they were not com¬ 
pelled to work. 

They were only guided by their 
father, who was very kind to 
them. 

They studied things less serious 
than grammar. 

You have a strong aversion to 
grammar. 


* See note on page 3. 





78 


TWELFTH LESSON. 


SECOND DIVISION.—THEOEETICAL PAET. 


Douzieme, twelfth, comes from dome, twelve. 

Plusieurs des compagnons, several of the companions. 

107. Plusieurs is an adjective, invariable, plural, and of 
both genders. It corresponds to several, some, many, and is 
sometimes used as an indefinite pronoun, thus: “ Plusieurs 
' pensent, some think, several (persons) think.” 

Compagnon is always of the masculine gender, the French 
of a female companion being compagne. 


Comme nous le faisions a Vecole, as we did at school. 

108. It has been seen (95) that the pronoun le may repre¬ 
sent either a substantive, an adjective, a verb, or a preposition . 
This pronoun must be used, whether it has an equivalent in the 
English ^construction or not. A few phrases, containing the 
pronoun with its antecedent, will elucidate the rule: 


C’est un proverbe, vous le 
savez. 

II est plus ambitieux que vous 
ne le pensez. 

Est-il ambitieux ?—II L’est. 

Est-il ouvrier?—II L’est. 

Pouvons-nous le voir?—Nous 
le pouvons. 

Voulez-vous etudier ? — Nous 
le voulons. 


It is a proverb, you know (that 
it is a proverb). 

He is more ambitious than you 
think (he is). 

Is he ambitious?—He is (am¬ 
bitious). 

Is he a workman ?—He is (a 
workman). 

Can we see him ?—We can (see 
him). 

Will you study ?—We will 
(study). 


Faisions is the first person plural of the imperfect tense of 
faire, to do, to make, one of the most important irregular verbs 
in French. 



TWELFTH LESSON. 


79 


Conjugation of the Irregular Verb Faire, to make. 
INFINITIVE MOOD. 



Faire , to do, 

or to make. 

Present Participle. 

Past Participle. 

Faisant, 

making. 

Fait, made. 


INDICATIVE MOOD. 


Present Tense. 

Je fais, 

I make, 

am making, or do make. 

Tu fais, 

thou makest, 

art making, or dost make. 

II fait , 

he makes, 

is making, or does make. 

Nous faisons, 

we make, 

are making, or do make. 

Vous faites, 

you make, 

are making, or do make. 

Ils font , 

they make, 

are making, or do make. 


Je faisais, 

Tu faisais, 

II faisait, 
Nous faisions , 
Vous faisiez , 
Ils faisaient, 

Je fis, 

Tu fis, 

II fit, 

Nous fimes, 
Vous fites, 

Ils firent, 

Je ferai, 

Tu f eras, 

II fera, 

Nous ferons, 
Vous feyez, 
Ils feront, 


Imperfect. 

I made, or was making, 
thou madest, or wast making, 
lie made, or was making, 

we made, or were making, 

you made, or were making, 
they made, or were making. 

Past Tense Definite. 

I made, or did make, 
thou madest, or didst make, 
he made, or did make, 

we made, or did make, 

you made, or did make, 
they made, or did make. 

Future. 

I shall make, or will make, 
thou shalt make, or wilt make, 
he shall make, or will make, 
we shall make, or will make, 
you shall make, or will make, 
they shall make, or will make. 


80 


TWELFTH LESSON. 


CONDITIONAL MOOD. 


Je ferais , 

Tu ferais , 

II ferait , 
Nous ferions, 
Vous feriez , 
//s feraient , 


I should make, 
thou shouldst make, 
he should make, 
we should make, 
you should make, 
they should make, 


or would make, 
or wouldst make, 
or would make, 
or would make, 
or would make, 
or would make. 


IMPERATIVE MOOD. 

Fais, make (thou). 
Faisons , let us make. 
Faites , make (you). 


SUBJUNCTIVE MOOD. 


Present Tense. 


Que je fasse , 

Que tu fasses, 
Qu'il fasse , 

Que nous fassions , 
Que vous fassiez , 
Qu’ils fassent, 


that I may make, 
that thou mayst make, 
that he may make, 
that we may make, 
that you may make, 
that they may make. 


Subjunctive Past. 


Que je fisse , 

Que tu fisses , 
Qu’il fit , 

Que nous fissions , 
Que vous fissiez , 
Qu'ils fissent , 


that I might make, 
that thou mightst make, 
that he might make, 
that we might make, 
that you might make, 
that they might make. 


109. Thus are conjugated contrefaire , to counterfeit; defaire , 
to undo ; refaire , to make again ; satisfaire , to satisfy ; surf air e , 
to overcharge, etc. 


Nous perissions d’ ennui.—Noircissant nos cahiers de mots. 

In these examples de corresponds to the English preposition 

WITH. 


TWELFTH LESSON. 81 

In the first of them, ennui is the cause of that state expressed 
by the verb nous perissions. 

In the second, mots designates the things used to blacken the 
copy-books with. 

110. Between a verb and a substantive denoting the cause of 
the state or action which this verb expresses, or the thing made 
use of to attain to it, the preposition with is very often ren¬ 
dered in French by de. The article is not employed between 
de and the substantive that follows, unless the sense of the sub¬ 
stantive be modified by some restrictive clause. 

Impatiemment is derived from impatient , impatient. 

111. It has been seen (13) that adverbs of quality are derived 
from adjectives, by adding the termination merit. This ter¬ 
mination is added to the feminine form, unless the adjective 
ends with a vowel, as vrai , true, in which case ment is added to 
the masculine, as vraiment , truly. When the adjective ends in 
ent, the adverb is formed by changing this termination into 
emment; and when the adjective ends in ant, the adverb is 
formed by changing this termination into amment. In 
emment , the first e has the sound of a ; so that both these ter¬ 
minations, emment and amment , are pronounced exactly alike. 

The exceptions to the foregoing rule are : Lentement , slowly, 
from lent, lente, slow ; presentement , at present, now, from present , 
presente , present; and vehementement , vehemently, from vehe¬ 
ment , vehemente , vehement. 

This completes the study of the formation of adverbs of 
quality in French. 

Recreation is derived from the verb creer, to create. 

112. Verbs may be formed from almost all the substantives 
ending in ation, by changing this termination into er; as, 
Creation , creer , to create; accusation, accuser , to accuse ; agita¬ 
tion, agiter, to agitate; augmentation, augmeyiler, to augment ;• 
circulation, circuler, to circulate ; compensation , compenser, to 
compensate ; consolation , consoler, to console ; continuation, con¬ 
tinuer, to continue ; decoration, decorer , to decorate ; preparation , 
preparer, to prepare, etc. 

4 * 


82 


TWELFTH LESSON. 


Caractere , character, and dictionnaire , dictionary, are mascu¬ 
line by exception. 

Fous is the plural masculine of fou , folle , foolish, one of the 
few adjectives which form their feminine irregularly. 

Fattier, to yawn, and contribuer, to contribute, are regular 
verbs of the first conjugation. Entretenir, to entertain ; noircir, 
to blacken; and perir, to perish, are of the second; but entre¬ 
tenir is irregular, and will be explained later. A.itendre, to wait, 
is of the third conjugation. 


EXERCISES, 


TO BE TRANSLATED INTO FRENCH. 


16. I yawn, 88. 

17. He yawns. 

18. We yawn. 

19. You yawn. 

20. They yawn. 

21. I perish, 94. 

22. He perishes. 

23. We perish. 

24. You perish. 

25. They perish. 

26. I wait, 102. 

27. He waits. 

28. We wait. 

29. You wait. 

30. They wait. 


1. I undo, 109. 

2. He undoes. 

3. We undo. 

4. You undo. 

5. They undo. 

6. I have undone. 

7. He has undone. 

8. We have undone. 

9. You have undone. 

10. They have undone. 

11. I shall undo. 

12. He shall undo. 

13. We shall undo. 

14. You shall undo. 

15. They shall undo. 


31. That boy has studied several lessons, 107.—32. Several 
of these grammars are good, 107.—33. Our father’s conversa¬ 
tion is instructive, 20.—34. She was sad and pensive.— 35. We 
were finishing our lesson, 31.—36. Where are our copy-books ? 
—37. They are with our grammars.— 38. He does not loiter as 
he did, 108.—39. The workmen’s sleeves were smeared with 
black, 110.—40. His teacher is satisfied, 109.—41. To pre¬ 
pare, 112.—42. To accuse, 112.—43. To continue, 112.—• 
44. Actively, 111.—45. Usefully, 111. — 46. Ambitiously, 111. 



THIRTEENTH LESSON. 


83 


THIRTEENTH LESSON.* 

FIRST DIVISION.-PRACTICAL PART. 

TEXT.** 

LITERAL TRANSLATION. 

Treizieme le^on. 

Thirteenth 

fcW IVos mastres voulaient que nous 

masters willed 

eussions tilt gout pour 1’etude; its vow- 

had ( subj .) study 

latent que nous en sentisstons les 

of it felt (subj.) 

avantages et qwe nous y trouvassions dii 

advantages to, it found (subj.) 

plaisir ; mats ifis lie savaient pas la rend re 

pleasure knew to render 

attrayante. Ils s’€tonnaient que nous 

attractive wondered 

r£pondissions mal a de s&ches questions 

answered (subj.) badly dry questions 

auxquelles nous nc comprenions rien 

to which understood nothing 

| du tout. | Ils cxigealent que nous 

at all demanded 

fussions atteniits, et ils ne nous parlalent 

were (subj.) attentive to us spoke 

que de clauses ennuyeuses.” 

but tedious 


* See 1st note on page 59. 


** See 2d note on page 59. 





84 


THIRTEENTH LESSON. 


THE SAME IN GOOD ENGLISH. 

“ Our masters wished us to have a taste for study ; wanted 
us to feel its advantages and to find pleasure in it; but they did 
not know how to render it attractive. They wondered at our 
making wrong answers to dry questions that we did not under¬ 
stand at all. They insisted on our being attentive, though they 
spoke to us only on tedious subjects.” 


QUESTIONS AND ANSWERS FOR CONVERSATION* 


Quelle est eette le^on ? 

Pour quoi les compagnons d’A- 
lexis n’avaient-ils pas de gout ? 

Qui est-ce qui n’avait pas de gout 
pour l’etude? 

Qui est-ce qui voulait forcer ces 
jeunes gens k avoir du gout 
pour l’etude? 

Que voulaient-ils faire sentir a ces 
jeunes gens? 

A quoi ces jeunes gens ne trou- 
vaient-ils pas de plaisir ? 

Que trouve-t-on dans l’etude, 
quand elle est attrayante? 

Qu’est-ce que les maitres de ces 
jeunes gens ne savaient pas 
faire? 

Comment les compagnons d’A- 
lexis repondait-ils aux questions 
de leurs maitres ? 

Comment etaient ces questions ? 

Les comprenaient-ils ? 

A quoi repondaient-ils mal ? 

De quelles choses leurs maitres 
parlaient-ils ? 

Pourquoi ces jeunes gens n’e- 
taient-ils pas attentife ? 


C’est la trememe. 

Pour l’etude. 

Les compagnons d’Alexis. 

Leurs maitres. 


Les avantages de l’etude. 

A l’etude. 

Du plaisir. 

Us ne savaient pas rendre l’etude 
attrayante. 

Mal. 


S6ches. 

Us n’y comprenaient rien du tout. 

A de s6ches questions auxquelles ils 
ne comprenaient rien 4u tout. 
De choses ennuyeuses. 

Parce que leurs maitres ne par- 
laient que de choses ennuyeuses. 


* See notes on page 2. 






THIRTEENTH LESSON. 


85 


SENTENCES FOE ORAL TRANSLATION* 


TO BE TURNED INTO ENGLISH. 

Quelle heure est-il ? 

II est quatre heures. 

II est temps de suspendre notre 
etude. 

Voulez-vous faire une prome¬ 
nade? 

Avec plaisir. 

Aimez-vous la promenade ? 

Beaucoup. 

Vous voyez bien cette maison? 
C’est celle de notre maitre d’e- 
cole. 

Nous y avons passe bien des 
heures ennuyeuses. 

C’etait un bien brave homme que 
notre maitre. 

Mais il ne savait pas rendre l’e- 
tude att ray ante. 

II voulait que noiis eussions tou- 
jours la grammaire a la main. 

Bien n’est ennuyeux comme la 
grammaire. 

C’est que vous n’avez pas le gout 
de l’etude. 

Ne croyez pas cela. 

Nous aimons tous l’etude, quand 
elle est attrayante. 

Mais nous ne pouvons pas l’aimer, 
quand elle est seche et en- 
nuyeuse. 

Trouvez-vous du plaisir a etudier 
la langue frangaise ? 

Quelquefois, quand la legon n’est 
pas longue. 


TO BE TURNED INTO FRENCH. 

Wliat o’clock is it ? 

It is four o’clock. 

It is time to suspend our study. 

Will you take a walk ? 

With pleasure. 

Are you fond of walking? 

Very. 

You see that house? It is our 
schoolmaster’s. 

We have spent many tedious 
hours there. 

; Our master was a very worthy 
man. 

, But he did not know how to make 
study attractive. 

He wanted us always to have our 
grammar in our hands. 

Nothing is so tedious as grammar. 

It is because you have no taste 
for study. 

Do not believe that. 

We all like study, when it is at¬ 
tractive. 

But we cannot like it, when it is 
dry and tedious. 

Do you find any pleasure in 
study mg the French language ? 

Sometimes, when the lesson is not 
long. 


♦See note on page 3. 









86 


THIRTEENTH LESSON. 


Comprenez-vous toutes les ques¬ 
tions qu’on vous fait en fran- 
q.ais ? 

Presque toutes, quand on parle 
doucement. 


Do you understand all the ques¬ 
tions which are put to you in 
French ? 

Almost all of them, when they 
are pronounced slowly. 


SECOND DIVISION. — THEORETICAL PAET. 


Treizieme, thirteenth, comes from treize, thirteen. 

Voulaient is the third person plural of the imperfect of 
vouloir , to wish or to will, one of the most necessary irregular 
verbs in French. 


Conjugation of the Irregular Verb Vouloir, to wish. 


INFINITIVE MOOD. 

Vouloir , to wish, or to will. 

Present Participle. Past Participle. 

Voulant , wishing. Voulu , wished. 


Je veux, 

Tu veux , 

II veut , 

Nous voulons , 
Vous voulez , 
Ils veulentj 


INDICATIVE MOOD. 

Present Tense. 

I wish, am wishing, or do wish, 

thou wishest, art wishing, or dost wish, 

he wishes, is wishing, or does wish, 

we wish, are wishing, or do wish, 

you wish, are wishing, or do wish, 

they wish, are wishing, or do wish. 


Je voulais , 

Tu voulais , 

II voulait , 
Nous voulions , 
Vous vouliez , 
Ils voulaient , 


Imperfect. 

I wished, or was wishing, 

thou wishedst, or wast wishing, 

he wished, or was wishing, 

we wished, or were wishing, 

you wished, or were wishing, 

they wished, or were wishing. 




THIRTEENTH LESSON. 


87 


Past Tense Definite. 


Je voulus , 

I wished, 

or did wish. 

Tu voulus , 

thou wishedst, 

or didst wish. 

II voulut , 

he wished, 

or did wish. 

Nous voultimes , 

we wished, 

or did wish. 

Vous voulutes , 

you wished, 

or did wish. 

Ils voulurent , 

they wished, 

or did wish. 


Future. 


Je voudrai , 

I shall wish, 

or will wish. 

TV voudras , 

thou shalt wish, or wilt wish. 

voudra , 

he shall wish, 

or will wish. 

Nous voudrons , 

we shall wish, 

or will wish. 

Fow.s‘ voudrez , 

you shall wish, 

or will wish. 

voudront, 

they shall wish, 

, or will wish. 


CONDITIONAL MOOD. 

Je voudrais , 

I should wish, 

or 

Tu voudrais , 

thou shouldst wish, 

or 

II voudrait , 

he should wish, 

or 

Nous voudrions , 

we should wish, 

or 

Vous voudriez , 

you should wish, 

or 

Ils voudraient , 

they should wish, 

or 

IMPERATIVE MOOD. 


would wish, 
wouldst wish 
would wish, 
would wish, 
would wish, 
would wish. 


This verb is not used in this tense, except in sentences like 
the following : Veuillez faire cela , Be so kind, or be so good, as 
to do that. 


SUBJUNCTIVE MOOD. 
Present Tense. 


Que je veuille , 

Que tu veuilles , 
Qu'il veuille , 

Que nous voulions , 
Que votis vouliez , 
Qu 1 ils veuillent , 


that I may wish, 
that thou mayst wish, 
that he may wish, 
that we may wish, 
that you may wish, 
that they may wish. 


88 


THIRTEENTH LESSON. 


Subjunctive Past. 


Que je voulusse, 

Que tu voulusses, 
Qu'il voulut, 

Que nous voulussions, 
vows voulussiez, 
Qu'ils voulussent, 


that I might wish, 
that thou mightst wish, 
that he might wish, 
that we might wish, 
that you might wish, 
that they might wish. 


Que nous en sentissions les advantages, 
that we should feel the advantages of it. 

113. Few words are used as frequently as en in French. An 
invariable pronoun of both genders and numbers, and applied 
in turn to persons and things, it means sometimes of him or 
of her , but most often, of it, of them, with it, with them, some 
or any , and even occasionally, thence. 

114. The most striking feature of en is, that it has to be in¬ 
troduced in French whenever the object spoken of is not men¬ 
tioned and not represented by another pronoun. In the answer 
to “ Have you any fire ?” therefore, both I have and I have 
some will be rendered by J’en ai, because the word fire is not 
expressed. 

115. En is, moreover, always followed immediately by the 
verb, except in Imperative affirmative sentences, as, Donnez-en, 
give some, and takes the precedence over all words which have 
to be placed before, as, ne, le, la 3 les, lui, leur, etc.—Ex. Je n!en 
ai pas , I have not any; Je ne lui en donne pas, I do not give 
him any. 

Et que nous y trouvassions , and that we might find in it. 

116. Y is, like en, an invariable pronoun of both gender^ and 
numbers, but it is more especially used in speaking of things, 
and very seldom refers to persons. Its most usual meanings 
are: to it, or to them; in it, or in them; and there . 

117. Y is also one of the small words which require to be 
placed before the verb (except in Imperative affirmative sen¬ 
tences ; as, aitachez-y, attach to it); and in this respect it takes 
the precedence over all except en. 


THIRTEENTH LESSON. 


89 


La rendre, to render it. 

It is here translated by la, literally her , because it refers to 
etude , study, which is feminine in French. (82.) 

118. There are many French words ending in re which have 
become English, sometimes with the same orthography; as, 
sab?e, fibre, massacre, theatre , spectre , mitre: and sometimes by 
transposing the final letters; as, ambre , amber; chambre, cham¬ 
ber ; mernbre, member; cidre, cider; ordre, order; of re, offer; 
hgre, tiger; ministre, minister; lettre, letter, etc. 

Rien du tout , nothing at all. 

119. Rien, when used without the negative ne put before the 
verb, usually corresponds to thing , or any thing ; as, “7 a-t-il 
rien de plus beau ? Is there any thing more beautiful ?” But 
it is much more frequently used with ne, and signifies nothing, 
or not any thing . 

. 1)17 TOUT is an adverbial form, joined to pas, point, not, and 
rien, to render the negative more emphatic. It corresponds to 
at all. • 

Exigeaient is the third person plural of the imperfect tense 
of exiger, to exact. In this verb, the vowel e, which is mute, is 
interposed between the radical part exig and the termination 
aient—exigeaient instead of exigaient —in order to preserve the 
soft sound of g, this letter being hard before the vowels a, o, u, 
in French as in English. 

120. In the conjugation of verbs ending in ger, the g is 
always followed by e mute before the vowels a, o. 

Que nous fussions, Et ils ne nous parlaient, 
that we should be. and they spoke to us. 

121. Nous means we, us, and to us ; but in the sense of us, 
or to us , it has to be placed before the verb, except in Impera¬ 
tive affirmative sentences; as, Donnez-nous, give us. The same 
observation will apply to vous, you, or to you. 

122. We have now seen almost all the small words which 
require to be put before the verb. En is always nearest, ne 
gives way to all others, and the rest are generally placed after 
ne, or before en, unless used by themselves. 


90 


THIRTEENTH LESSON. 


Avantage , advantage, is masculine by exception. 

Seches is the feminine plural of sec, seche, dry, one of the few 
adjectives wbicb form their feminine irregularly. 

Etonner , to astonish, parler, to speak, and trouver , to find,, are 
regular verbs of the first conjugation; repondre , to answer, is of 
the third. 

Comprendre , to understand; savoir , to know; and sentir, to 
feel or to smell, are irregular verbs, which will be explained 
later. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


16. I have spoken, 88. 

17. He has spoken. 

18. We have spoken. 

19. You have spoken. 

20. They have spoken. 

21. I have blackened, 94. 

22. He has blackened. 

23. We have blackened. 

24. You have blackened. 

25. They have blackened. 

26. I have answered, 102. 

27. He has answered. 

28. We have answered. 

29. You have answered. 

30. They have answered. 


1. Do I wish? 35,37. 

2. Does he wish ? 

3. Do we wish ? 

4. Do you wish ? 

5. Do they wish ? 

6. Have I wished ? 

7. Has he wished ? 

8. Have we wished ? 

9. Have you wished ? 

10. Have they wished? 

11. Shall I wish ? 

12. Shall he wish ? 

13. Shall we wish ? 

14. Shall you wish ? 

15. Shall they wish? 


31. What are you doing? 30, 31.—32. Why does he not 
answer us? 31,121.—33. He is studying his lesson, 31.—34. A 
gentleman wishes to speak to you, 65, 121.— 35. Does he wish 
to see the house ? 31.—36. He studies the French language, but 
he does not like its difficulties, 60.—37. Do you know the Latin 
language ?—38. Not much, sir, 65.-39. Hare you any paper ?— 
40. I have some, 114.—41. Have they some copy-books?— 
i2. They have not any, 115.— 43. Has he any water?—44. He 
as some, 114. 



FOURTEENTH LESSON. 


91 


FOURTEENTH LESSON.* 

FIRST DIVISION.-PRACTICAL PART. 

text.** 

LITERAL TRANSLATION. 

Clsuitorzi^iiie le^on. 

Fourteenth 

u Wows volla litres! Otii, nous le sommes 

Us behold free Yes we so are 

enfin ! Pourquoi ne jousrions-nous pas de 

at length should enjoy 

nos beaux jours? Pourquoi pcrdrions- 

fi ne should lose 

nous des moments precieux? Wows aurions 

moments precious should have 

grand tort. Faut-il etre grave ct raison na- 

great Must it grave reasona¬ 

ble a tout age ? Won, non ! Bivertissons- 

hle age Mo Let us divert 

nous. JYos parents ont eu leur temps ; 

ourselves parents have their 

aujourd’hui c’est [ le noire. | JY’attendons 

to-day ours Let us not wait 

pas c|ue nous soyons trop vieux pour 

till be too old 

go titer Wile tranche gaiete. ]\’ayons nulle 

taste frank mirth Let us have no 

autre pensee ague celte de nous asnuser. 55 

than to amuse 


* See 1st note on page 59. 


** See 2d note on page 59. 



92 


FOURTEENTH LESSON. 


THE SAME IN GOOD ENGLISH. 

“Now we are free! Yes, we are so at last! Why should 
we not enjoy our happy days I Why should we waste our pre¬ 
cious moments? We should be very wrong to do so. Is it 
necessary to be grave and steady at every age ? No, no . bet 
us divert ourselves. Our parents have had their day; it is ours 
now. Let us not wait till we are too old to indulge in un¬ 
feigned mirth. Let us have no other thought than that ot 
enjoying ourselves.” 


QUESTIONS AND ANSWERS FOR CONVERSATION . 1 


Quelle est cette lecjon ? 

Les corapagnons d’Alexis etaient- 
ils libres ? 

Comment etaient les compagnons 
d’Alexis? 

De quoi voulaient-ils jouir ? 

Qu’est-ce qu’dls ne voulaient pas 
perdre? 

Comment trouvaient - ils leurs 
jours? 

Comment trouvaient-ils leurs mo¬ 
ments ? 

Pensaient-ils qu’il fut bon de per¬ 
dre leurs moments precieux ? 

Comment ne faut-il pas 6tre a 
tout kge? 

Que rcpondaient-ils k cette ques¬ 
tion : Faut-il 6tre grave et rai- 
sonnable a tout kge ? 

Quelles etaient les personnes qui 
avaient eu leur temps? 

Qu’est-ce que leurs parents 
avaient eu ? 


C’est la quatorzikme. 

Oui, ils l’etaient enfin. 

Ils etaient libres. 

De leurs beaux jours. 

Des moments precieux. 

Ils les trouvaient beaux. 

Ils les trouvaient precieux. 

Non, ils pensaient qu’ils auraient 
grand tort de les perdre. 

Grave et raisonnable. 

Hon, non! Divertissons-nous. 

Leurs parents. 

Ils avaient eu leur temps. 


* See notes on page 2. 









FOURTEENTH LESSON. 


93 


Que disaient les compagnons 
d 1 Alexis, 4 cette occasion ? 

Qu'est-ce qu’on ne godte pas, 
qnand on est trop vieux ? 

Quand ne godte-t-on pas une 
franche gaiete; 

Quelle etait la seule pensee qu’ils 
voulaient avoir ? 


Aujourd’hui c’est le n6tre. 
Une franche gaiete. 

Quand on est trop vieux. 
Celle de s’amuser. 


SENTENCES FOR ORAL TRANSLATION.* 


TO BE TURNED INTO ENGLISH. 

Bonjour, monsieur, comment cela 
va-t-il ? 

Bien, et vous ? 

Assez bien. Et comment va mon¬ 
sieur Delatour ? 

II a eu une petite indisposition 
l’autre jour, mais il va bien au- 
jourd’liui. 

II fait bien beau. 

Oui, il fait un temps superbe. 

Est-ce que vous demeurez h 
Paris ? 

Hon, nous y sommes seulement 
en passant. 

Yous y amusez-vous? 

Oui, beaucoup. Nous y passons 
notre temps a nous divertir. 

Nous frequentons toutes les pro¬ 
menades et tous les theatres. 

Nous nous perdons quelquefois 
dans les rues. 

Mais nous savons nous faire com- 
prendre. 

Yous parlez fort bien. 


TO BE TURNED INTO FRENCH. 

Good day, Sir, how are you ? 

Well, and how are you? 

Pretty well. And how is Mr. 
Delatour ? 

He had a slight indisposition the 
other day, but he is well now. 

It is very fine weather. 

Yes, the weather is beautiful. 

Do you live in Paris ? 

No, we are here but momenta¬ 
rily. 

Are you amused here ? 

Yes, very much. We spend our 
time here in diverting our¬ 
selves. 

We visit all the public walks and 
the theatres. 

We sometimes lose our way in 
the streets. 

But we know how to make our¬ 
selves understood. 

You speak very well. 


* See note on page 3. 








94 


FOURTEENTH LESSON. 


Vous avez beaucoup d’indul- 
gence. 

Non, vraiment. Oe n’est pas un 
compliment. 

Monsieur, que voila, est un com- 
pagnon de voyage. 

Parle-t-il frangais ? 

II le parle un peu. 

Si vous lui parlez, il vous repon- 
dra. 

Parlez-vous frangais, monsieur ? 

Port mal, monsieur. 

Comprenez-vous notre conversa¬ 
tion? 

Oui, monsieur, parce que vous 
parlez doucement. •, 

Y a-t-il longtemps que vous ap- 
prenez le frangais. 

Non, monsieur, il n’y a pas long- 
temps. 

Vous avez un compagnon de 
voyage qui, sans doute, vous 
donne des legons ? 

Oui, monsieur. Nous parlons 
frangais une lieure tous les 
jours. 

C’est la meilleure des legons. 


You are very indulgent. 

No, indeed. It is not a compli¬ 
ment. 

That gentleman is a fellow-trav¬ 
eller. 

Does he speak French? 

He speaks it a little. 

If you speak to him, he will an¬ 
swer you. 

Do you speak French, Sir? 

Very imperfectly, Sir. 

Do you understand our conver¬ 
sation ? 

Yes, Sir, because you speak 
slowly. 

Have you been learning French a 
long time ?. 

N o, Sir, not a long time. 

You have a travelling companion 
who gives you some lessons 
undoubtedly ? 

Yes, Sir. We speak French for 
an hour every day. 

It is the best lesson. 


SECOND DIVISION. — THEORETICAL PAET. 

Quatorzieme, fourteenth, comes from quatorze , fourteen. 

Nous voila litres ! 

Now we are free!—literally, behold us free. 

123. Voila is a contraction of two words : vois , the second 
person singular of the imperative mood of voir , to see, to behold, 
and la , there ; so that its literal meaning is behold, there. There 
is a corresponding word, voici, which is also in frequent use; 
it is a contraction of vois id, behold here. These expressions 





FOURTEENTH LESSON. 


95 


correspond to there is , there are, here is, here are, this is, that is, 
these are , those are, or behold; as, “ Voilci un homme, there is a 
man; void un dictionnaire, here is a dictionary; voila des ca- 
hiers, there are some copy-books; void un exemple, this is an 
example; les void, here they are ; la voila, there she is; le voila 
sur le pont, behold him on the bridge.” Sometimes they require 
a different construction in English; as, “ Voila une heure que 
nous parlous, we have been speaking this hour.” But this will 
be seen later. 

JVos beaux jours, our fine days. 

Beaux is the plural of beau, fine, already seen. 

124. Words ending with au or eu generally take an x in¬ 
stead of an s in the plural.—Ex. Les eaux, the waters; les feux, 
the fires. 

This completes the study of the formation of the plural of 
nouns and adjectives. 

125. 1. Most nouns and adjectives take an s in the plural. 

2. Those ending with an s, X, or z, in the singular, do not 
change in*the plural. 

3. Those ending with au or eu take an x instead of an s. 

4. Those ending with al change al into aux. 

The exceptions to these rules are but few, and will be ex¬ 
plained as they occur in the text. Those already seen are, del, 
heaven ; deux, heavens; monsieur, sir ; messieurs, gentlemen ; 
and oeil, eye ; yeux, eyes. 

Faut-il etre? Is it necessary to be ? 

Faut-il is the interrogative form of il faut, the third person 
singular of the present tense of the indicative mood of falloir, 
must or to be necessary, to be requisite. 

126. Falloir is an irregular impersonal verb, used only in 
the third person singular. 

It has no present participle and no imperative mood. 

INFINITIVE MOOD. 

Past Participle. 

Fallu, been necessary. 


96 


FOURTEENTH LESSON. 


INDICATIVE MOOD. 

Present Tense. 

TL faut, it is necessary. 

Imperfect. 

II falla.it , it was, or used to be necessary. 

Past Tense Definite. 

II fallut , it was necessary. 

Future. 

II faudra, it shall, or will be necessary. 

* CONDITIONAL MOOD. 

II faudrait , it should, or would be necessary. 

SUBJUNCTIVE MOOD. 

Present Tense. 

Qu'il faille , that it may be necessary. 

Subjunctive Past. 

Qu'il falltit y that it might be necessary. 

C'est le notre, it is ours. 

Le notre is here of the masculine singular, on account 
of temps. 

127. We have already seen that the possessive pronouns, 
like the possessive adjectives, agree in gender and number with 
the thing possessed, and not with the possessor. (60.) 

The feminine of le notre is la notre ; the plural of both 
genders, les notres. 

Nous amuser, Divertissons-nous , 

to amuse ourselves. let us divert ourselves. 

128. A pronominal verb is conjugated with two pronouns of 
the same person, both placed before it, except in the imperative 
mood, the first being the subject, and the second the regimen. 
The corresponding pronouns for each person are, Je vie , tu te , 
il se, elle se, nous nous , vous vous, its se, elles se. 


FOURTEENTH LESSON. 


97 


\ 

Model of the Pronominal Form of Conjugation. 


INFINITIVE MOOD. 
S'amuser, to amuse one’s self. 

Present Participle. 
S'amusant, amusing one’s self. 


INDICATIVE MOOD. 


Present Tense. 


Je m'amuse, 

Tu t'amuses, 

II s'amuse, 

Nous nous amusons, 
Vous vous amuses, 
Ils s'amusent, 


I amuse mvself. 

thou amusest thyself. 

he amuses himself. 

we amuse ourselves. 

you amuse yourselves, or yourself. 

they amuse themselves. 


Imperfect. 


Je m'amusais, 

Tu t'amusais, 

II s'amusait, 

Nous nous amusions, 
Vous vous amusiez, 
Ils s'amusaient, 


I was amusing myself, 
thou wast amusing thyself, 
he was amusing himself, 
we were amusing ourselves, 
you were amusing yourselves, 
they were amusing themselves. 


Past Tense Definite. 


Je mlamusai, 

Tu t'amusas, 

II s'amusa, 

Nous nous amusames, 
Vous vous amusdtes, 
Ils s'amuserent, 

Je m'amuserai, 

Tu t'amuseras, 

II s'a mu sera, 

Nous nous amuserons, 
Vous vous amuserez, 
Ils s'amuser on t, 


I did amuse myself, 
thou didst amuse thyself, 
he did amuse himself, 
we did amuse ourselves, 
you did amuse yourselves, 
they did amuse themselves. 

Future. 

I shall amuse myself, 
thou shalt amuse thyself, 
he shall amuse himself, 
we shall amuse ourselves, 
you shall amuse yourselves, 
they shall amuse themselves. 


98 


FOURTEENTH LESSON. 


/ 


CONDITIONAL MOOD. 


Je m'amuserais, 

Tu t'amuserais, 

II s' amuserait, 

Nous nous amuserions, 
Vous vous amuseriez, 
Ils s'amuseraient, 


I should amuse myself, 
thou shouldst amuse thyself, 
he should amuse himself, 
we should amuse ourselves, 
you should amuse yourselves, 
they should amuse themselves. 


IMPERATIVE MOOD. 

Amuse-toi , amuse thyself. 

Amusons-nous, let us amuse ourselves. 
Amusez-vous, amuse yourselves, or yourself. 


SUBJUNCTIVE MOOD. 


Present Tense. 


Que je m'amuse , 

Que tu t'amuses, 
s'amuse, 

Que nous nous amusions, 
vows vcws amusiez, 
Qu'ils s'arnusent ,, 


that I may amuse myself, 
that thou mayst amuse thyself, 
that he may amuse himself, 
that we may amuse ourselves, 
that you may amuse yourselves, 
that they may amuse themselves. 


Subjunctive Past. 


Que je m'amusasse , that I might amuse myself. 

Que tu t'amusasses, that thou mightst amuse thyself. 

Qu'il s'amusat, that he might amuse himself. 

Que nous nous amusassions , that we might amuse ourselves. 
Que vous vous amusassiez , that you might amuse yourselves. 
Qu'ils s'amusassent , that they might amuse themselves. 


129. The most remarkable features of the pronominal form 
of conjugation are, that the compound tenses take etre instead 
of avoir , and that the past participle agrees, like the adjective, 
in gender and number with the word that undergoes the action 
expressed.—Ex. II s'est amuse, he has amused himself; elle s'est 
amusee, she has amused herself; ils se sont amuses , elles se sont 
amusees, they have amused themselves. 

Age, age, is masculine by exception. 


FOURTEENTH LESSON. 


Vieux, vieille , old; franc, franche , frank; and nul, nulle , no 
not any, none, are three adjectives which form their feminine 
irregularly. 

Goiiter , to taste, is a regular verb of the first conjugation; 
divertir , to divert, and jouir , to enjoy, are of the second; but 
jouir is a neuter verb in French, and requires de after it. At- 
tendre , to wait, and perdre, to lose, are of the third. 


EXERCISES, 


TO BE TRANSLATED INTO FRENCH. 


1. I persuade myself, 128. 

2. He persuades himself. 

3. We persuade ourselves. 

4. You persuade yourselves. 

5. They persuade themselves. 

6. I free myself. 

7. He frees himself. 

8. We free ourselves. 

9. You free yourself. 

10. They free themselves. 

11. I stretch myself. 

12. He stretches himself. 

13. We stretch ourselves. 

14. You stretch yourselves. 

15. They stretch themselves. 


16. I grieve, 128. 

17. He grieves. 

18. We grieve. 

19. You grieve. 

20. They grieve. 

21. I imagine. 

22. He imagines. 

23. W"e imagine. 

24. You imagine. 

25. They imagine. 

26. I stop. 

27. He stops. 

28. We stop. 

29. You stop. 

30. They stop. 


31. Here is some paper, 123.—32. There is a fine shop, 123.— 
33. Here are our grammars, 123.—34. There are our diction¬ 
aries, 123.—35. Where is the little boy?—36. Here he is, 123.— 
37. Where are the boys?—38. There they are, 123.—39. Why 
should we not divert ourselves? 128.—40. We should answer 
you, if we understood you.—41. We should hear them with 
pleasure.—42. Why should we suspend our studies ?—43. It is 
his taste, but it is not ours, 127.—44. Their pleasures are 
ours, 127.—45. This grammar is better than ours, 127.—46. Let 
us finish our lesson.—47. Where are they?—48. There they 
are, 123.—49. Where is she?—50. There she is, 123. 



100 


FIFTEENTH LESSON. 


FIFTEENTH LESSON.* 

FIRST DIVISION.-PRACTICAL PART. i 

TEXT.** 

LITERAL TRANSLATION. 

^uinzi^me le^on. 

Fifteenth 

Ces ^tourdis avaient toujour* quclque 

giddy fellows had 

nouvelle partie a Ini proposer. L’un 

new party propose 

d’eux, par exemple, lui disait 1111 jour: 
« Yenez avec moi dematn. Nous irons 

Come m© to-morrow will go 

en bateau sous l’ombre fraiclie des grands 

boat under shade cool 

saules qui bordent la riviere, et la nous 

willows skirt river there 

pecherons. J’ aural ma ligne $ vous pren- 

will fish I shall have line will 

drez la votre, | ainsi que | vos haine^ons. 

take yours as well as your hooks 


* The mode of reviewing mentioned in first note on page 59 could now 
be made still shorter, by ieaving out five of the earlier lessons, translating 
the 6th, 7th, and 8th from the French into English, the 9th, 10th, and 11th 
from the English into French, and only the 12th, 18th, and 14th in the 
complete manner required in first note on page 15. In all these attempts to 
gain time, however, due regard should be paid to the particular degree of 
proficiency attained, for the neglect of any portion of the text would of ne¬ 
cessity cause much inconvenience in the studies, and tend to retard con¬ 
siderably all kinds of improvements. 

** See 2d note on page 59. 




FIFTEENTH LESSON. 


101 


Nous aurons de toounes amorces, et je 

will have good baits I 

vows reponds que le poissosi mordra* 

warrant fish will bite 

Votre ami, le gros Guillaume, et son 

Your friend big William 

ir&re, Jacques le roux, seront des moires.” 

brother James * red-haired will be ours 


THE SAME IN GOOD ENGLISH. 

These madcaps had always some new party to propose to 
him. One of them, for instance, said to him one day : “ Come 
with me to-morrow. We will go in a boat in the cool shade of 
the large willows that skirt the river, and there we will fish. I 
shall have my line; you will take yours, together with your 
hooks. We will have some good bait, and I warrant you the 
fish will bite. Your friend, fat William, and his brother, James 
the red-haired, will join us.” 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


Quelle est cette le<;on ? 

Qui avait toujours quelque nou- 
velle partie k lui proposer ? 

Quels etourdis ? 

Qu’avaient-ils toujours k propo¬ 
ser? 

A qui avaient-ils quelque partie k 
proposer ? 

Qui lui disait un jour: “Venez 
avec moi demain ? ” 

Que lui disait l’un d’eux ? 

Comment lui proposait-il d’aller 
sous les saules ? 

Oh lui proposait-il d’aller en ba¬ 
teau? 


C’est la quinzieme. 

Ces etourdis. 

Les compagnons d’Alexis. 
Quelque nouvelle partie. 

A Alexis. 

L’un d’eux. 

Venez avec moi demain. 

En bateau. 

Sous l’ombre fraiche des saules. 


* See notes on page 2. 






102 


FIFTEENTH LESSON. 


Qo'est-ce que les saules bor- 
daient ? 

lie quoi la riviere etait-elle bor- 
dee? 

Comment etait l’ombre des 
saules ? 

Que youlaient-ils faire la ? 

Que faut-il avoir pour p6cher ? 

Que fait-on avee des lignes, des 
hameQons et des amorces ? 

Que pensaient-ils prendre avec 
leurs amorces? 

Comment etait Guillaume, l’ami 
d’Alexis ? 

Comment etait son frere Jacques ? 

Comment s’appelaient les deux 
freres ? 

Comment s’appelait l’etourdi qui 
proposait la partie ? 


La rivi&re. 

De grands saules. 

Elle etait fraicbe. 

Us voulaient pecher. 

Des lignes, des hameijons et des 
amorces.. 

On peche. 

Du poisson. 

II etait gros. 

II etait roux. 

Guillaume et Jacques. 

Nous ne le savons pas. 


SENTENCES FOR ORAL TRANSLATION.* 


TO BE TURNED INTO ENGLISH. 

Nous avons une partie k vous 
proposer. 

Yous n’avez qu’k parler. 

Nous nous proposons de pecher 
k la ligne. Youlez-vous etre 
des notres 1 

Avec beaucoup de plaisir. 

Avez-vous des lignes et des ha- 
metjons? 

Oui, oui, nous avons tout ce qu’il 
faut. 

Et ou p6cherons-nous ? 

Dans la rivtera 

Croyez-vous que nous prendrons 
beaucoup de poisson ? 

Mais, oui; c’est probable. 


TO BE TURNED INTO FRENCH. 

We have a party to propose to 
you. 

You have but to speak. 

We intend to go fishing. Will 
you make one of us ? 

With much pleasure. 

Have yoq any lines and hooks ? 

Yes, yes, we have all that is 
necessary. 

And where shall we fish? 

In the river. 

Do you think we shall catch 
many fish? 

Why, yes; it is probable. 




* See note on page 3. 








FIFTEENTH LESSON. 


103 


Y a-t-il longtemps qne vous n’a- 
vez peche ? 

II y a quinze jours. 

Ycila la riviere. La voyez-vous 1 

Non. Ou.es t-elle? 

Vojez-vous cette petite maison 
devant laquelle il y a des saules ] 

Oui, sans doute. 

Eh bien, les saules que vous voyez 
bordent la riviere. 

Nous y voila. 

Passerons-nous le pont ] 

Non, nous avons un petit bateau. 

Nous passerons l’eau dans notre 
bateau. 

Venez avec moi. 

Attendez; retroussons nos raan- 
ches. 

Coniine l’eau est fraiche! 

Nous ne sommes pas bien places. 
Venez & l’orabre. 

Combien avez-vous de lignes ? 

Trois. Voila celle de Guillaume, 
et void la votre. 

Yoyons qui prendra le premier 
poisson. 


Is it a long time since you went 
a fishing] 

A fortnight. 

There is the river. Do you see 
it] 

No. Where is it ] 

Do you see that little house before 
which there are some willows ] 

To be sure, I do. 

Well, the willows you see border 
the river. 

Here we are. 

Shall we go over the bridge ] 

No, we have a little boat. 

We will cross the river in our 
boat. 

Come with me. 

Wait; let us tuck up our sleeves. 

How cool the water is! 

We are not well here. Come 
into the shade. 

How many lines have you ? 

Three. That is William’s, and 
this is yours. 

Let us see who will catch the 
i first fish. 


SECOND DIVISION. — THEOEETICAL PAET. 

Quinzieme, fifteenth, comes from quinze , fifteen. 

A lui proposer , to propose to him; lui disait , said to him. 
130. To HiM,^>r him, used for to him , is always-translated 
by lui, except after que, meaning as , than , or only) and after 
C J est, it is, when a lui has to be used. 

Him is used for to him , in sentences like Give him an apple ; 
in which the preposition to is understood. 




104 


FIFTEENTH LESSON. 


131. Lui, like all pronouns in the objective case, is generally 
placed before the verb, except in Imperative affirmative sen¬ 
tences ; as, Proposez-lui , propose to him. 

Venez avec moi, come with me. 

132. Me, generally translated by me put before the verb, has 
to be rendered by moi, when used isolately; that is to say, 
chiefly after que, meaning as , than , only , or any other preposi¬ 
tion than /o, and even then, if to is preceded by c'est , it p, or 
que .—Ex. C'est a moi qu'il parle , it is to me he speaks. 

It is also translated by moi placed after the verb in Impera¬ 
tive affirmative sentences; as, Donnez-moi , give me. 

Prendrez is the second person plural of the future teijse of 
prendre , to take, one of the most important irregular verbs in 
French. \ 

Conjugation of the Irregular Verp Prendre, to take. 


INFINITIVE MOOD. 


Prendre , to take. 

Present Participle. Past Participle. 

Prenant , taking. Pris , taken. 

INDICATIVE MOOD. 


Present Tense. 


Je prends , 
Tu prends 
II prend , 
Nous pren 
Vous pren 
Ils prenne ; 


I take, 
thou takest, 
he takes, 
we take, 
you take, 
they take, 


am taking, 
art taking, 
is taking, 
are taking, 
are taking, 
are taking, 


or do take, 
or dost take, 
or does take, 
or do take, 
or do take, 
or do take. 


Je prenais , 

Tu prenais , 

II prenait , 
Nous prenions , 
Vous preniez , 
Ils prenaientl 


Imperfect. 

I took, or was taking, 

thou tookest, or w^st taking, 

he took, or was taking, 

we took, or were taking, 

you took, or were taking. 

tlf£y took, or were taking 


FIFTEENTH LESSON. 


105 


Past Tense Definite. 


I took, 

or 

did 

take. 

thou tookest, 

or 

didst take. 

he took, 

or 

did 

take. 

we took, 

or 

did 

take. 

you took, 

or 

did 

take.' 

they took, 

or 

did 

take. 


Je pris , 

Ta pris , 

II prit , 

Nous primes , 
Fows prites , 

//s prirent, 

Je prendrai , 

Tu prendras , 

77 prendra, 
Nous prendrons , 
Fows prendrez, 
Ils prendront , 


Future. 

I shall take, 
thou shalt take, 
he shall take, 
we shall take, 
you shall take, 
they shall take, 


or will take, 
or wilt take, 
or will take, 
or will take, 
or will take, 
or will take. 


CONDITIONAL MOOD. 


Je prendrais, 

I should take, 

or 

Tu prendrais , 

thou shouldst take, 

or 

II prendrait , 

he should take, 

or 

Nous prendrions , 

we should take, 

or 

Vous prendriez , 

you should take, 

or 

Ils prendraient , 

they should take, 

or 


would take, 
wouldst take, 
would take, 
would take, 
would take, 
would take. 


IMPERATIVE MOOD. 
Trends , take (thou). 
Prenons , let us take. 
Prenez , take, (you). 


SUBJUNCTIVE MOOD. 
Present Tense. 


Que je prenne , 
tu prennes , 
prenne , 
wows prenions, 

Que vous prenieZj 
Qu’ils prennent , 

5° 


that I may take, 
that thou mayst take, 
that he may take, 
that we may take, 
that you may take, 
that they may take. 


106 


FIFTEENTH LESSON. 


Subjunctive Past. 


Que je prisse, 

Que tu prisses, 
Qu'il prtt, 

Que nous prissions, 
Que vous prissiez, 
Qu'ils prissent, 


that I might take, 
that thou mightst take, 
that he might take, 
that we might take, 
that you might take, 
that they might take. 


133. Thus are conjugated apprendre, to learn; comprendre , 
to understand ; entreprendre, to undertake ; rapprendre , to learn 
again; surprendre, to surprise, etc. 

J'aurai ma ligne, vous prendrez la votre, 

I shall have my line, you will take yours. 

La votre agrees here in gender and number with ligne , line, 
according to the rule explained (127, 60). 

134. The masculine singular of la votre is le Votre; 
the plural for both genders is les votres. These three forms 
correspond to the English word yours. 

YOtre is derived from votre, your , like notre, from notre, 
our; but the possessive pronouns ours and yours have a cir¬ 
cumflex accent over the 6 , and are, moreover, always preceded 
by the article le. 

135. Des nOtres is an expression similar to “ Tom Burke 
of ours” in English, introduced chiefly to show that when the 
preposition of from, to , or at, precedes a possessive pronoun in 
French, it continues subject to contraction with the article, as 
indicated in rule 19.—Ex. Du notre, des notres, of ours; 
au n6tre, aux notres, to ours. 

Exemple, example, and saule , willow, are masculine by ex¬ 
ception. 

Bon , bonne , good; gros , grosse, big; nouveau , nouvelle , new; 
and roux , rousse , reddish, are four adjectives which form their 
feminine irregularly. 

Border, to skirt, pecker, to fish, and proposer, to propose, are 
regular verbs of the first conjugation; repondre , to warrant, 
answer, or respond, is of the fourth. 


FIFTEENTH LESSON. 


107 


Irons is a part of aller , to go, one of the most irregular 
French verbs. It will be explained later, together with dire , to 
say, mordre , to bite, and venir, to come. 


EXERCISES, 


TO BE TRANSLATED INTO FRENCH. 


1. I learn, 133. 

2. He learns. 

3. We learn. 

4. You learn. 

5. They learn. 

6. I shall learn. 

7. He shall learn. 

8. We shall learn. 

9. You shall learn. 

10. They shall learn. 

11. I have learned. 

12. He has learned. 

13. We have learned. 

14. You have learned. 

15. They have learned. 


16. I understand. 

17. He understands. 

18. We understand. 

19. You understand. 

20. They understand. 

21. I shall understand. 

22. He shall understand. 

23. We shall understand. 

24. You shall understand. 

25. They shall understand. 

26. I have understood. 

27. He has understood. 

28. We have understood. 

29. You have understood. 

30. They have understood. 


31. Where are you?—32. We shall study a new lesson to¬ 
morrow.—33. Why will you not come with me? 132.—34. The 
water is very cool.—35. My friends are yours, 134.—36. I do not 
understand you.—37. Ajexis is not very attentive.—38. Have 
you his copy-book?—39. No, sir; I have yours, 134.—40. Has 
he his grammar?—41. Yes, sir; he has his, 60.—42. Where is 
my dictionary?—43. Yours is lost, 134.—44. Speak to him, 
130, 131.—45. Do not speak to him, 130, 131.—46. Will you 
make me something? 132.—47. Yes, sir, with pleasure. 



108 


SIXTEENTH LESSON. 


SIXTEENTH LESSON.* 

FIRST' DIVISION.-PRACTICAL PART. 

TEXT ** 

LITERAL TRANSLATION . 

Seizi^siae Segon. 

Sixteenth 

u Ils auront du Champagne, des gateaux 

will have some Champagne some cakes 

et d’ antres Iriandases que leur fourniront 

some nice things to them will furnish 

a credit des inarchands qni les connais- 

on credit some tradesmen them know 

sent. Moi, je me claargerai dtt pain et de 

(myself) will charge bread 

la via Bide. ) pliant a | vous, moil clier, 

meat As for my dear 

vous apporterez | ce que | vous voudrez. 

will bring what will will 

Ces messieurs savent des liistoires qui vous 

gentlemen know stories 

surprendront et qni vous feront rare. Je 

will surprise will make laugh. 

suis sur que vous ne serez pas la die d’etre 

am sure will be sorry 

venu. Je vous avertis que nous serons 

come warn shall be 

| de bonne lieure | au rendez-vous. flier, 

early rendez-vous Yesterday 


* See 1st note on page 100. 


** See 2d note on page 59. 



SIXTEENTH LESSON. 


109 


nous y etions avant six heures du matin. 

were before * morning. 

I\ous avions un filet qu’on nous axait 

bad net 

prete. Nous passames une journee tr&s- 

l en t passed day very 

agreafole.” 

agreeable 


TEE SAME IE GOOD ENGLISH. 

“ They will have some Champagne, some cakes, and other 
nice things, which some tradesmen of their acquaintance will 
supply them with on credit. I shall provide the bread and 
meat. As for you, my dear fellow, bring whatever you please. 
Those young men know some stories that will surprise you and 
make you laugh. I am sure you will not be sorry to have 
come. I warn you that we shall be early at the place of ren¬ 
dezvous. Yesterday we were there before six o’clock in the 
morning. We had a net which was lent us. We spent a very 
pleasant day.” 


QUESTIONS AND ANSWERS FOR CONVERSATION* 


Quelle est cette le^on ? 

Qu’est-ce que les amis d’Alexis 
auront ? 

Comment auront-ils ces choses ? 

De quoi se chargera l’ami qui 
parle k Alexis ? 

Qui se chargera du pain et de la 
viande ? 

Et Alexis, qu’apportera-t-il ? 

Quels sont les messieurs qui sa- 
vent des histoires ? 


C’est la seizieme. 

Ils auront du Champagne, des 
g&teaux et d’autres friandises. 

Des marchands q*i les connais- 
sent les leur fourniront a credit. 

II se chargera du pain et de la 
viande. 

L’ami qui parle k Alexis. 

II apportera ce qu’il voudra. 

Guillaume et Jacques.—Le gros 
Guillaume et Jacques le roux. 


* See notes on page 2. 







SIXTEENTH LESSON. 


110 

Que savent ces messieurs? 

Qui est-ce qui ne sera pas fache 
d’etre venu ? 

Be quoi Alexis ne sera-t-il pas 
f&che ? 

Quand les amis seront-ils au ren¬ 
dezvous ? 

Oil seront-ils de bonne heure ? 

Quel jour y etaient-ils avant six 
heures du matin ? 

A quelle heure y etaient-ils hier ? 

Qu’est-ce qu’ils avaient pour pe- 
clier ? 

Qui est-ce qui leur avait pr6te un 
filet? 

Comment passerent-ils la jour- 
nee? 


Ils savent des histoires qui sur- 
prendront Alexis et qui le fe- 
ront rire. 

Alexis. 

D’etre venu. 

Ils y seront de bonne beure. 

Au rendezvous. 

Hier. 

Avant six heures du matin. 

Ils avaient un filet qu’on leur 
avait prete. 

Nous ne le savons pas. 

Ils la pass&rent tres-agreable- 
ment. 


SENTENCES FOE ORAL TRANSLATION.* 


TO BE TURNED INTO ENGLISH. 

Comment cela va-t-il aujourd’hui, 
mon cber ? 

Assez bien. Et vous ? 

Mais, tr&s-bien, comme vous 
voyez. 

Qu’avez-vous fait hier ? 

Bes amis sont venus me prendre 
pour fiiire une partie de p6che 
avec eux. 

Avez-vous pris beaucoup de pois- 
son ? 

Nous n’avons rien pris du tout. 

Pauvres garqons! Comment cela 
se fait-il ? 


TO BE TURNED INTO FRENCH. 

How are you to-day, my dear 
fellow ? 

Pretty well. How are you ? 

Why, very well, as you see. 

What did you do yesterday ? 

Some friends came and took me 
to go fishing with them. 

Bid you catch much fish ? y 

We did not catch any thing at 
all. 

Poor fellows! How was that? 


* See note on page 3. 











SIXTEENTH LESSON. 


Ill 


H y avait lk de jeunes etourdis, 
qui parlaient, qui riaient, et qui 
rendaient la peche impossible. 

Et aujourd’hui, comment passez- 
vousla journee? 

Je suis force de travailler. 

Bah! Youstravaillerez nn antre 
jour. 

Troi-s de nos camarades nons at- 
tendent pour faire une prome¬ 
nade. 

Je suis bien fache de ne pas pou- 
voir 6tre des vbtres. 

Yous le pouvez, sivous levoulez. 

Ce ne serait pas raisonnable. 

Yous aurez t@ut le temps d’etre 
raisonnable, quand vous serez 
vieux. 

Pour quelle heure est le rendez¬ 
vous ? 

Pour dix heures. II n’y a pas de 
temps k perdre. 

Et ou irons-nous ? 

Nous irons chez notre ami Guil¬ 
laume, qui a une petite maison 
k lui, sur le bord de la riviere. 

Yotre proposition est bien at- 
trayante. 

Aimez-vous le Champagne ? 

Oui, beaucoup. 

II y en aura, et du meilleur. 

«)e me rends. 


There were some young mad¬ 
caps there, who were talking 
and laughing, and who made 
it impossible to fish. 

And to-day, how do you spend 
your time ? 

I am obliged to work. 

Pshaw! You can work another 
day. 

Three of our comrades are wait¬ 
ing for us, to take a walk. 

I am very sorry that I cannot go 
with you. 

You can, if you will. 

It would not be reasonable. 

You will have plenty of time to 
be reasonable when you are 
old. 

For what o’clock is the rendez¬ 
vous ? 

For ten o’clock. There is no 
time to be lost. 

And where shall we go ? 

We will go and see our friend 
William, who has a little house 
of his own on the bank of the 
river. 

Your proposal is very tempting. 

Do you like Champagne? 

Yes, very much. 

There will be some, and of the 
best sort. 

I consent. 




112 


SIXTEENTH LESSON. 


SECOND DIVISION. —THEORETICAL PART. 

Seizieme, sixteenth, comes from seize, sixteen. 

Du champagne, some champagne. 

Champagne, the name of a- province of France, is feminine, 
as its termination denotes; but when used as a laconism for vin 
de Champagne , wine of Champagne, it becomes masculine. 

Que leur foumiront a credit des marchands qui les connaissent , 

which some merchants who know them will furnish them 
on credit. 

Que des marchands qui les connaissent leur foumiront a credit, 
would be as well. 

136. We have already seen when them has to be translated 
by les eux and elles. To them, or them used for to them, 
is always rendered by leur, except after que, meaning as, than, 
or only, and after c'est, it is, when a eux has to be used for the 
masculine, and a elles for the feminine. 

137. Them is used for to them in sentences like the follow¬ 
ing : “ Give them an apple,” in which the preposition to is un¬ 
derstood. 

138. Leur, like all pronouns in the objective case, is gen¬ 
erally placed before the verb, except in Imperative affirmative 
sentences; as, Donnez-leur, give them. It should not be con¬ 
founded with the possessive adjective leur, leurs, their, explained 
in 67. 

139. The pronoun leur, them, is chiefly used in speaking of 
persons, and never takes an s . 

Qui les connaissent, who know them. 

140. Who is generally translated by qui, and whom by 
que, except at the beginning of a sentence, or preceded by a 
preposition, when who and whom are both rendered by qui. — 
Ex. Qui est la ? who is there ? Qui avez-vous vu ? whom have 
you seen ? De qui ? of whom ? a qui ? to whom ? 


SIXTEENTH LESSON. 


113 


141. Dont is used instead of de qui, but only in the 
middle of a sentence. 

This completes the study of who, whom, which, and what. 
Always interrogative at the beginning of a sentence, they are 
generally relative in the middle. For the translation of which 
and what, see 30, 74, 75, 76. 

Credit means credit, interest, influence. The English expres¬ 
sion, on credit , or on trust, is rendered in French by A credit. 

Moi, je me chargerai , I will take charge. 

142. Moi is joined to je, by apposition and reduplication, 
for the sake of emphasis, which in English is represented by 
underlining the pronoun, or printing it in italic. In French, the 
reduplication either precedes the verb, as in the above phrase, 
or follows it, thus : “ Je me chargerai , moi.” The other personal 
pronouns are also susceptible of this reduplication. In this con¬ 
struction, quant a is generally understood, or may be expressed 
as in the text: “ Quant a vous, mon cher, vous apporterez .” We 
might have said : “ Quant a moi, je me chargerai ,” and “ Vous, 
mon cher, vous apporterez .” 

Quant, as, must not be confounded with quand, when. This 
adverb is always followed by a, and signifies with regard to, with 
respect to, as to, as for. 

Ce que vous voudrez, what you like. 

143. What, when it can be replaced by the thing which, or 
that which, has to be translated by ce qui for the nominative, 
and by ce que for the objective case. (99.) 

Des histoires, some stories. 

Histoire corresponds to story and history. 

144. The termination oire is common to substantives and* 
adjectives, about one hundred of which end in English in ory; 
as, Gloire, glory; memoire, memory ; accessoire, accessory; obli- 
gatoire, obligatory ; victoire, victory; ivoire, ivory, etc. 

Venu is the past participle of venir, to come, one of the 
most important irregular verbs in French. 


114 


SIXTEENTH LESSON. 


Conjugation of the Irregular Verb V6nir, to come. 


INFINITIVE MOOD. 

Venir, to come. 

Present Participle. Past Participle. 

Venant, coming. Venu, come. 


INDICATIVE MOOD. 


Je viens , 

Tu viens , 

II vient , 
Nous venous , 
Vous venez, 
Ils viennent ., 


Present Tense. 


I come, 
tliou comest, 
he comes, 
we come, 
you come, 
they come, 


am coming, 
art coming, 
is coming, 
are coming, 
are coming, 
are coming, 


or do come, 
or dost come, 
or does come, 
or do come, 
or do come, 
or do come. 


Je venais , 

Tu venais, 

II venait, 
Nous venions , 
Vous veniez, 
Ils venaient , 


Imperfect. 

I came, or was coming, 
thou earnest, or wast coming, 
he came, or was coming, 
we came, or were coming, 
you came, or were coming, 
they came, or were coming. 


Past Tense Definite. 


Je vins , 

Tu vins , 

II vint, 

Nous vinmes , 
Vous vintes , 
Ils vinvent, 


I came, 
thou earnest, 
he came, 
we came, 
you came, 
they came, 


or did come, 
or didst come, 
or did come, 
or did come, 
or did come, 
or did come. 


Future. 

Je viendrai , I shall come, 

Tu viendras , thou shalt come, 

II viendra , he shall come, 
Nous viertdrons , we shall come, 
Vo us viendrez, you shall come, 
Ils viendront, they shall come, 


or will come, 
or wilt come, 
or will come, 
or will come, 
or will come, 
or will come. 


SIXTEENTH LESSON. 


115 


CONDITIONAL MOOD. 


Je viendrais , 

Tu viendrais , 

II viendrait , 
iVows viendrions , 
Fows viendriez , 
viendraient , 


I should come, / 
thou shouldst come, 
he should come, 
we should come, 
you should come, 
they should come, 


or would come, 
or wouldst come, 
or would come, 
or would come, 
or would come, 
or would come. 


IMPERATIVE MOOD. 

Viens , come (thou). 
Venous , let us come. 
Venez, come (you). 


SUBJUNCTIVE MOOD. 
Present Tense. 


Que je vienne, 

that I may come. 

Que tu viennes , 

that thou mayst come. 

Qu'il vienne , 

that he may come. 

Que nous venions , 

that we may come. 

Que vous veniez , 

that you may come. 

Qu'ils viennent , 

that they may come. 

Subjunctive Past. 

ye vinsse , 

• that I might come. 

tu vinsses , 

that thou mightst come. 


that he might come. 

now.*? vinssions , 

that we might come. 

vows vinssiez , 

that you might come. 

Qu'ils vinssent , 

that they might come. 


145. Thus are conjugated convenir, to agree, to suit; devenir, 
to become; parvenir , to attain, to reach; prevenir , to antici¬ 
pate, to prevent, to forewarn ; revenir , to come again, to return; 
se souvenir , to remember, etc. (146.) 

Vous ne serez pas fache d'etre venu , 
you will not be sorry to have come. 

The verb etre , to be, is used here instead of avoir , to have. 


116 


SIXTEENTH LESSON. 


146. There are about six hundred neuter verbs in French, of 
•which about five hundred and fifty are conjugated in their com¬ 
pound tenses by means of the auxiliary verb avoir. Among the 
remainder, some take either etre or avoir as an auxiliary, accord¬ 
ing to the sense in which they are used, as will be explained 
later; and the following invariably require etre : Aller , to go ; 
arriver . , to arrive, to happen ; choir , to fall ', deceder , to decease ; 
eclore , to hatch ; mourir , to die ; naitre, to be born ; tomber , to 
fall; venir , to come ; devenir , to become, to grow ; intervenir , to 
intervene; parvenir , to reach, to succeed; revenir , to come back, 
to return. Observe, that not all the derivatives of venir , but 
only four of them, are included in this list. 

De bonne heure, literally of good hour , is an idiomatic ad¬ 
verbial locution, which signifies early , or betimes. 

Rendez-vous is a compound substantive, formed of the second 
person plural of the imperative of rendre and the pronoun vous ; 
its literal sense is, repair you , or betake yourself. 

Six heures du matin , six o’clock in the morning. 

147. The distinction made in English between hour and 
o'clock has no equivalent in French : the word heure being used 
indifferently to express an interval of sixty minutes, or that 
moment of time which the clock indicates. In consequence, we 
render “It is six o'clock ,” by “II est six heures ,” and “He works 
six hours a day," by “II travaille six heures par jour" 

Tournee is one of the derivatives of jour , seen in the eighth 
lesson. These two words, jour .and joumee , are rendered in 
English by the same expression, day; but they are not per¬ 
fectly synonymous. Jour is the general term for day , without 
reference to its duration. Joumee defines the whole or full day. 
The same difference exists between an and annee , year; matin 
and matinee , morning ; soir and soiree , evening. 

148. The termination ee in substantives commonly denotes 
the whole, the sum total of that which is expressed by the 
radical, as in joumee , a whole day, from jour , day. This ter¬ 
mination also corresponds in many substantives to the English 
termination ful , or full; as in bouchee , mouthful, from bouche , 


SIXTEENTH LESSON. 


117 


month; aiguillee, needlefol, from aiguille , needle; assieHee , plate¬ 
ful, from assiette , plate. 

Apporter , to bring ; charger , to charge; passer , to pass; and 
preter , to lend, are regnlar verbs of the first conjugation : avertir , 
to advise, to warn ; and fournir, to furnish, are of the second. 
Surprendre , to surprise, has already been seen (133). Connaitre , 
to know, to be acquainted with; and rire, to laugh, will be ex¬ 
plained later. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. I become, 145. 

16. 

2. He becomes. 

17. 

3. We become. 

18. 

4. You become. 

19. 

5. They become. 

20. 

6. I became. 

21. 

7. He became. 

22. 

8. We became. 

23. 

9. You became. 

24. 

10. They became. 

25. 

11. I shall become. 

26. 

12. He shall become. 

27. 

13. We shall become. 

28. 

14. You shall become. 

29. 

15. They shall become. 

30. 

31. Our friends are in the boat. —i 


to them? 136, 138. — 33. Their parents have given them some 
good things, 137. — 34. Tour friend has forgotten his lesson. — 
35. We have lent a boat to your companions. — 36. We have 
found the tradesman in the shop. — 37. Come to-morrow. — 
38. Where has he gone ? 146. — 39. Your master has come, 146. 
— 40. Have our friends come back? 146. — 41. What o’clock is 
it? 147.—42. It is seven o’clock, 147. — 43. At what o’clock 
shall you take vour lesson? 147. — 44. At eight o’clock, 147. — 
45. You will take a lesson of two hours, 147. 



118 


SEVENTEENTH LESSON. 


SEVENTEENTH LESSON.* 

FIEST DIVISION.-PRACTICAL PART. 

TEXT.** 

LITERAL TRANSLATION. 

Bix-septi&me le^on. 

Seventeenth 

“ II est Yi’ai que, pendant plusieurs 

during 

Iieures, nous ne rimes rien venir. Mais 

saw to come 

nous euincs de la patience, et nous en 

had patience for it 

fumes recompenses outre mesure; car 

were rewarded beyond measure for 

nous primes quatre grosses car pcs dorees, 

took • four big carps gilded 

une anguille qui avait un m&tre, | c’est- 

eel * meter that is 

a-dire | environ trots pieds de longueur, 

to say about three feet length 

et tant de goujons, d’aMcttes et de menu 

so many gudgeons bleaks small 

fret in que nous en remplimes un panier. 

fry with them filled basket 

Nous vouliimes savoir le poids de notre 

willed to know weight 

peche. lie tout pesait quinzc kilogrammes 

fishing whole weighed fifteen kilograms 


* See 1st note on page 187. 


** See 2d note on page 117. 



SEVENTEENTH LESSON. 


119 


et demi, | ce qui | equivaut a (rente el 

half which is equivalent thirty 

aane livrcs. Mous en veudimes la moifie. 

pounds of it sold half 

Je ne do sale pas qnc nous ne reussissiosis 

doubt but succeed (subj.) 

encore cette lois-ci.” 

again here 


THE SAME IN GOOD ENGLISH. 

“ For some hours, it is true, we had no result. But we had 
patience, and were amply rewarded for it; for we caught four 
large golden carps, an eel that was a meter, that is about three 
feet long, and so many gudgeons, bleaks, and small fry, that we 
filled a basket with them. We wanted to know the weight of 
our fish. The whole weighed fifteen kilograms and a half, which 
is equivalent to thirty-one pounds. We sold the half of it. I 
do not doubt but we shall succeed this time also.” 


QUESTIONS AND ANSWERS FOR CONVERSATION* 


Quelle est cette leQon ? 

Pendant combien de temps at- 
tendirent-ils sans voir rien ve- 
nir ? 

Qu’est-ce qu’ils eurent ? 

Comment leur patience fut-elle 
recompensee? 

Qu’est-ce qui fut recompense 
outre mesure ? 

Combien de carpes pech&rent-ils ? 


C’est la dix-septieme. 
Pendant plusieurs heures. 


De la patience. 
Outre mesure. 

Leur patience. 

Quatre. 


* See notes on page 2. 







120 


SEVENTEENTH LESSON. 


Comment etaient les carpes qu’ils 
pecherent ? 

Que pecherent-ils encore ? 

Quelle etait la longueur de cette 
auguille ? 

Que pech6rent-ils encore ? 

Pech&rent-ils beaucoup de gou- 
jons, d’ablettes et de fretin ? 

Que desirerent-ils savoir ? 

Combien pesait le tout, ? 

A quoi cela equivaut-il ? 

Que firent-ils de ce poisson ? 

L’etourdi qui parlait a Alexis 
pensait-il reussir encore ? 


Grosses et dorees. 

Une anguille. 

Un metre, ou environ trois pieds. 

Des goujons, des ablettes et du 
fretin. 

Ils en pecherent tant, qu’ils en 
remplirent un panier. 

Ils desirerent savoir le poids de 
leur peche. 

Quinze kilogrammes et demi. 

A trente et une livres. 

Ils en vendirent la moitiA 

II n’en doutait pas. 


SENTENCES FOR ORAL TRANSLATION.* 


TO BE TURNED INTO ENGLISH. 

Mon cber maitre, voulez-vous me 
rendre un service ? 

Avec grand plaisir, si c’est en 
mon pouvoir. 

De quoi est-il question ? 

Je ne comprends rien du tout 
aux poids et aux mesures de 
France. 

Et vous voulez que je vous en 
donne l’explication ? 

C’est cela meme. 

Ce n’est pas tr^s-facile. 

Pourquoi done? 

Parce que vous ne savez pas tous 
les mots qui me sont necessaires 
pour me faire comprendre. 

Cela ne fait rien. 


TO BE TURNED INTO FRENCH. 

My dear master, will you do me 
a service ? 

With great pleasure, if it is in 
my power. 

What is the matter? 

I understand nothing at all about 
the weights and measures of 
France. 

And you want me to give you an 
explanation of them 2 

Exactly so. 

It is not very easy. 

Why not? 

Because you do not know all the 
words which I require to make 
myself understood. 

That does not signify. 


* See note on page 3. 







SEVENTFENTH LESSON. 


121 


Parlez toujours; je suis stir de 
vous comprondre. 

II y a tant de mots qni ont de la 
ressemblance entre enx dans 
les deux langues! 

Vous pouvez taire usage de quel- 
ques-uns de ces mots-la. 

Eh bien, comrae vous voudrez. 

D’abord, qu’est-ce que le metre ? 

(Test la dix millionieme partie de 
la distance de requateur au 
p6le. 

A laquelle de nos mesures cela 
correspond-il ? 

Au yard , mais c’est plus long 
d’un quart de pied environ. 

Quelles sont les divisions du m&- 
tre? 

Le decimetre, qni est la dixieme 
partie du metre. 

Le centimetre, qui en est la cen- 
tieme partie. 

Et le millimetre, qui en est la 
millieme partie. 

Quels sont les multiples du me¬ 
tre? 

Le decametre, qui equivaut k dix 
metres. 

L’hectometre, ou cent metres. 

Le kilometre, ou mille metres. 

Et le myriametre, ou dix mille 
metres. 

Une autre fois, nous parlerons des 
autres mesures. 

En voile, assez pour aujourd’hui. 


Speak nevertheless; I am sure to 
understand you. 

There are so many words which 
bear a resemblance to each 
other in the two languages! 

You can make use of some of 
those words. 

Well, as you please. 

First, what is the meter ? 

It is the ten millionth part of the 
distance from the equator to 
the pole. 

To which of our measures does 
that correspond ? 

To the yard, but it is longer by 
about a quarter of a foot. 

What are the divisions of the 
meter ? 

The decimeter, which is the tenth 
part of the meter. 

The centimeter, which is the hun¬ 
dredth part of it. 

And the millimeter, which is the 
thousandth part of it. 

What are the multiples of the 
meter ? 

The decameter, which is ten me¬ 
tres. 

The hectometer, or a hundred 
meters. 

The kilometer, or a thousand 
meters. 

And the myriameter, or ten 
thousand meters. 

Another time, we shall speak of 
the other measures. 

This is enough for to-day. 




122 


SEVENTEENTH LESSON, 


SECOND DIVISION. —THEORETICAL PART. 

' •' ' . ' ' \ ’ 

Dix-septieme, seventeenth, comes from dix-sept , seventeen. 

149. The hyphen is used between two numbers, when the 
latter does not exceed nineteen. It is also used in quatre-vingts , 
eighty. 

ViMES is the first person plural of the past tense definite of 
voir , to see, one of the most important irregular French verbs. 

Conjugation of the Irregular Verb Voir, to see. 

INFINITIVE MOOD. 

Voir , to see. 


Present Participle. 
Voyant, seeing. 


Past Participle. 
Vu f seen. 


INDICATIVE MOOD. 


Present Tense. 


Je vois , I see, am seeing, or do see. 

Tu vois , thou seest, art seeing, or dost see. 

II voit , he sees, is seeing, or does see. 

Nous voyons , we see, are seeing, or do see. 

Vous voyez , you see, are seeing, or do see. 

Ils voient , they see, are seeing, or do see. 


Imperfect. 


Je voyais , I saw, or was seeing. 

Tu toyais , thou sawest, or wast seeing. 

II voyait , he saw, or was seeing. 

Nous voyions , we saw, or were seeing. 

Vous voyiez , you saw, or were seeing. 

Ils voyaient , they saw, or were seeing. 


SEVENTEENTH LESSON. 


123 


Past Tense Definite. 


Je vis , 

I saw, 

or did see. 

TV ws, 

thou sawest, 

or didst see. 

// 

he saw, 

or did see. 

iVows vimes , 

we saw, 

or did see. 

Fows 

you saw, 

or did see. 

viren t f 

they saw, 

or did see. 


Future. 


Je verraiy 

I shall see, 

or will see. 

Tu verrasy 

thou shalt see, or wilt see. 

II verroiy 

he shall see, 

or will see. 

Nous verrons , 

, we shall see, 

or will see. 

Fow.s verreZy 

you shall see, 

, or will see. 

Ils verronty 

they shall see, or will see. 

CON 

DITIONAL MOOD. 

«/e verraiSy 

I should see, 

or would see. 

Tu verraiSy 

thou shouldst see, or wouldst see. 

II verraity 

he should see, 

or would see. 

Nous verrionSy 

we should see, 

or would see. 

Vous verrieZy 

you should see, 

or would see. 

Ils verraienty 

they, should see 

!, or would see. 


IMPERATIVE MOOD. 

Vois, see (thou). 
Voyons , let us see. 
Voyez , see (you). 


SUBJUNCTIVE MOOD. 
Present. Tense. 


Que je voie, 

Que tu voies , 
Qu'il voie , 

nous voyions , 
vows voyiez , 
Quails voient , 


that I may see. 
that thou mayst see. 
that he may see. 
that we may see. 
that you may see. 
that they may see. 


SEVENTEENTH LESSON. 


124 


Subjunctive Past. 


Que je visse, 

Que tu visses , 
Qu'il vit, 

Que nous vissions , 
vous vissiez, 
Qu'ils vis sent, 


that I might see. 
that thou mightst see. 
that he might see. 
that we might see. 
that you might see. 
that they might see. 


Thus are conjugated entrevoir, to see imperfectly, to have a 
glimpse of; revoir, to see again, etc. 

Nous fumes recompenses, we were rewarded, is a form of 
the passive verb etre recompense , to be rewarded. 

150. Passive verbs are conjugated in both languages 
with the auxiliary verb £tre, to be; but in French, the past 
participle agrees, like the adjective, in gender and number with 
the word that suffers the action expressed.—Ex. Je suis recom¬ 
pense, I am rewarded ; elle fut recompense , she was rewarded ; 
vous serez recompenses, you will be rewarded; elles seront re¬ 
compenses, they will be rewarded. 


Mesure, measure. 

151. The termination ure is common to about one hundred 
substantives w r hich are the same, oj very nearly the same, in 
both languages; as, censure, creature, miniature, nature, stature, 
agriculture ; litterature, literature; aventure, adventure, etc. 

152. The conjunction car, for, should not be confounded 
with the preposition pour, for, in order to, instead of; car 
means for, in the sense of because . 

Metre, meter, and kilogramme, kilogram, are masculine by 
exception. A meter is a little more than a yard in length, and 
a kilogram about two pounds in weight. 

153. In the system of weights, measures, and coins, now 
established in France, all the words in the nomenclature are 
masculine. 

C’est-A-dire is an adverbial expression, composed of words 
which have been seen already, and corresponding to that is, or 
that is to sag , 


SEVENTEENTH LESSON. 


125 


TJne anguille qui avait trois pieds dLe longueur, 
an eel three feet long. 

154. In English, the usual manner of expressing dimensions 
is to employ the verb to be , with the noun of measure followed 
by an adjective; as, An eel which was three feet . long. In 
French, the verb etre may also be employed, with the adjective 
and the preposition de preceding the measure, thus: Une an¬ 
guille qui etait longue de trois pieds ; but the construction 
with the verb avoir is more commonly used. The measure, as 
in the above example, immediately follows avoir , and precedes 
de and a substantive of dimension. 

Pied has the same variety of acceptations as the English 
word foot ; as, “ Les pieds d'un homme , the feet of a man; le 
pied d'une colline , the foot of a hill; long de trois pieds , three 
-feet long,” etc. 

Taut de goujons , so many gudgeons. 

155. Beaucoup, much, or many; peu, little, or few; 
assez, enough ; autant, as much, or as many; plus, more; 
moins, less, or fewer; combien, how much, or how many; 
trop, too much, or too many; tant, so much, or so many; 
and all adverbs of quantity, require the preposition de, when 
placed before a substantive. This will explain why, in the first 
lesson, “ How many times,”- is translated by “ Combien de fois .” 

Tant de goujons , d 'ablettes, et de menu fretin, 
so many gudgeons, bleaks, and small fry. 

156. The preposition de must be expressed before each noun 
after an adverb of quantity. 

Trente et une livres , thirty-one pounds.. 

157. After vingt, twenty; trente , thirty; quarante , forty; 
cinquante , fifty; soixa.nte, sixty; and mille , thousand, the nu¬ 
meral adjective un requires the conjunction et before it. Onze , 
eleven, requires it only after soixante. In any other combination 
of numbers, the conjunction et is not employed. 

Livre, pound, is feminine, according to analogy; but this 
word means also book , and then it is masculine by exception. 


126 


SEVENTEENTH LESSON. 


158. There are a number of words which vary in meaning 
gender in which they are used; the most im- 


according to the 
portant are: 
un aigle, an eagle; a bird. 

un couple, a man and his wife. 
un Here, a book. 
un manche, a handle. 
un page, an attendant at court 
un somme, a nap. 
w /2 souris, a smile, 
ww Zo«r, a turn. 
un voiZe, a veil. 


une aigle, a standard. 
une couple, a brace, or pair, 
zme a pound. 

une manche, a sleeve. 
w? 2 <? a page (of a book), 

wne somme, a sum. 
tme souris, a mouse, 
fowr, a tower. 
voiVc, a sail, etc. 


159. It is chiefly on this account that nouns are seldom used 
in French without some determinative word to indicate in what 
particular gender they are used; and laziness will, therefore, be 
translated by la paresse , and tea by du the —literally, some tea , etc. 

160. The determinative words are, the , a or an, some, any; 
my, thy, his, her, our, your, their ; this, that, these, those ; which, 
what ; each, every, several, a few ; and the numerals, one, two, 
three , etc. 

161. When there is no determinative word in English, the 
one which may be introduced without materially affecting the 
meaning of the sentence has to be added in French. 

Cette fois- ci, this time. 

162. Ci is the abbreviation of id, here. It is sometimes 
added to substantives which come after the demonstrative adjec¬ 
tives ce, cet, cette, and ces, as an expletive denoting nearness, in 
opposition to la, which marks remoteness; as, Cette fois-ci, this 
time; cette fois-la, that time. Ci and la are joined to the pre¬ 
ceding word by a hyphen. 

163. Ci and la are likewise added to the demonstrative 
pronouns, celui, celle, ceux , and celles, thus : Celui-ci , this one; 
celui-la, that- one, etc. 

Moitie, half, is feminine by exception. 

Borer, to gild ; douter, to doubt; peser, to weigh ; and recom- 
penser, to reward, are regular verbs of the first conjugation; 


SEVENTEENTH LESSON. 127 

remplir , to fill, and reussir , to succeed, are of the second; and 
vendre , to sell, of the third. 

ZhVe, to say; equivaloir , to be equivalent; and savoir , to know, 
are irregular verbs, which will be explained later. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. I do not see. 

2. He does not see. 

3. We do not see. 

4. You do not see. 

5. They do not see. 

6. I have not seen. 

7. He has not seen. 

8. We have not seen. 

9. You have not seen. 

10. They have not seen. 

11. He is guided, 150. 

12. These boys are guided. 

13. This paper is gilt. 

14. These copy-books are gilt. 

15. She is guided. 

16. These mothers are guided. 

17. This grammar is gilt. 


18. These things are gilt. 

19. Much time, 155. 

20. Little commerce. 

21. More genius. 

22. Less art. 

23. As much paper. 

24. Too much fish. 

25. How much bread ? 

26. Enough water. 

27. Many days. 

28. Few words. 

29. More peaches. 

30. Fewer houses. 

31. As many masters. 

32. Too many streets. 

33. How many shops? 

34. Enough, meat. 


35. Our lesson was finished at four o’clock, 150.—36. A pound 
is the half of a kilogram.—37. His sleeves are tucked up, 150.— 
38. His eye is animated, 150.—39. His savings are lost, 150.— 
40. The lesson is learned, 150.—41. His arms'are crossed, 150. 
—42. His mother is very sorry.—43. The basket is weighed, 150. 
—44. The meat is weighed, 150.—45. The eels are weighed, 150. 
—46. Our lessons will not be forgotten, 150.—47. This book, 
or that book, 162.—48. This miniature, or that one, 151,163.— 
49. A thing five feet long, 154 —50. Bread, 159,160. - 51. Meat, 
159, 160. —52. Water, 159, 160.—53. His children aie studious 
boys, 159, 160, 161. 



128 


EIGHTEENTH LESSON. 


EIGHTEENTH LESSON.* 

FIEST DIVISION-PRACTICAL PART. 

TEXT.** 

LITERAL TRANSLATION. 

Bix-huiti&BSfie le^on. 

Eighteenth 

Un autre jour, des apprentis du voisi- 

apprentices neighbor- 

nage se reBinissaient pour alter se prome- 

hood reunited to go walk 

ner dans les champs. u Bites done, cama- 

fields Say com¬ 

rade, 55 § 5 6ci*iaIeBit-ils en apercevant Alexis, 

rade exclaimed perceiving 

“ vous viciidrex | tout a I’heure | faire 

will come presently 

un tour avec nous, n ? est-ce pas ? Nous 

turn 

attendrons que Tons soyez pret. Nous 

will wait till be (subj.) ready 

partiroBis toils ensemble, mats depeehez- 

will depart together speed 

vous 5 soyez Bin pen phs§ alerte que de 

be (imper.) quick than 

continue. 55 — u Ou allez-vous ? 55 demandait 

custom (usually) go asked 

celui-ci. — u Nobis bb’cbi savons rien, 55 r£- 

know an- 


See 1st note on page 187. 


** See 2d note on n7. 



EIGHTEENTH LESSON. 


129 


pondaient-ils. “ Qu’importe, potarvu qtie 

swered matters provided 


nous nous amissions?” 

* amuse (subj.) 


THE SAME IN GOOD ENGLISH. 

Another day, some apprentices of the neighborhood met to¬ 
gether for the purpose of going to take a walk in the fields. 
“ Halloo, comrade,” exclaimed they, on perceiving Alexis, “ you 
will come presently and take a turn with us, will you not ? We 
will wait till you are ready. We will all start together—but 
make haste ; be somewhat quicker than usual.” “ Where are 
you going ? ” inquired the latter. “We do not know,” an¬ 
swered they. “ What matters, provided, we enjoy ourselves ? ” 


QUESTIONS AND ANSWERS EOS CONVERSATION* 


Quelle est qette legon ? 

Quand des apprentis du voisi- 
nage se reunissaient-ils ? 

Quels etaient les jeunes gens qui 
se reunissaient un autre jour ? 

Pourquoi se reunissaient-ils ? 

Quand s’ecriaient-ils : “ Dites 

done, camarade?” 

Par quelle exclamation appelaient- 
ils l’attention d 1 Alexis. 

Que lui proposaient-ils ? 

Que voulaient-ils attendre ? 

Comment voulaient-ils partir ? 

Que lui demandaient-ils ? 

Que demandait Alexis ? 

Que rcpondaient-ils ? 

Que disaient-ils encore ? 


C’est la dix-huitieme. 

Un autre jour. 

Des apprentis du voisinage. 

Pour aller se promener dans les 
champs. 

En apercevant Alexis. 

Dites done, camarade! 

De faire un tour avec eux. 

Qu’Alexis fdt pret. 

Tons ensemble. 

De se dep6cher et d’etre un peu 
plus alerte que de coutume. 

Ou allez-vous ? 

Nous n’en savons rien. 
Qu’importe, pourvu que nous 
nous amusions? 


* See notes on page 2. 
a* 








130 


EIGHTEENTH LESSON. 




SENTENCES EOR ORAL TRANSLATION * 


TO BE TURNED INTO ENGLISH. 

Vous m’avez dit l’autre jour que 
nous reparlerions des poids et 
des mesures. 

O’est vrai; et je suis prfet k vous 
donner les explications que 
vous me demanderez. 

Parlons aujourd’hui des poids, si 
vous le voulez bien. 

J’attejids vos questions. 

Qu’est-ce qu’un kilogramme ? 

O’est mille grammes. 

Qu’est-ce qu’un gramme? 

C’est le poids d’un centimetre 
cube d’eau distillee. 

Pourquoi distillee? 

Parce que le poids de l’eau dis¬ 
tillee est invariable. 

Un kilogramme est done le poids 
d’un decimetre cube d’eau dis¬ 
tillee ? 

Precisement. 

Auquel de nos poids le kilogram¬ 
me equivaut-il? 

A un peu plus de deux livres. 

L’autre jour, un homme deman- 
dait un pain de deux livres. 
Vous avez done aussi des li¬ 
vres ? 

La livre actuelle est seulement 
nominale: c’est une autre ex¬ 
pression pour cinq cents gram¬ 
mes, ou un demi-kilogramme. 

Quelles sont les subdivisions du 
gramme ? 


TO BE TURNED INTO FRENCH. 

You told me the other day that 
we should talk again of weights 
and measures. 

It is true; and I am ready to 
give you the explanations that 
you may require. 

Let us talk of weights to-day, if 
you please. 

I am ready to hear your ques¬ 
tions. 

What is a kilogram ? 

It is a thousand grams. 

What is a gram ? 

It is the weight of a cubic centi¬ 
meter of distilled water. 

Why distilled ? 

Because the weight of distilled 
water is invariable. 

A kilogram is the weight of a 
cubic decimeter of distilled 
water, then ? 

Exactly so. 

To which of our weights does the 
kilogram correspond ? 

It is a little more than two 
pounds. 

The other day, a man asked for 
a two-pound loaf. Do you 
then make use of pounds also ? 

The pound, at present, is only 
nominal: it is another expres¬ 
sion for five hundred grams, or 

j half a kilogram. 

| What are the subdivisions of the 

J gram ? 


* See note on page 3. 







EIGHTEENTH LESSON. 


131 


Le decigramme, le centigramme 
et le milligramme. 

Comprenez-vons ce que cela veut 
dire? 

Oui, tres-bien: la dixieme, la 
centieme et la inilli&me partie 
du gramme. 

Comment le savez-vous ? 

Parce que vous m’avez parle l’au- 
tre jour du decimetre, du cen¬ 
timetre et du millimetre. 

Et comme vous m’avez dit tout k 
l’heure que le 'kilogramme 
equivaut a mille grammes, je 
suppose que les autres multi¬ 
ples sont: le decagramme, 
l’hectogramme et le myria- 
gramme. 

C’est cela meme. 

Yous avez une excellente me- 
moire. 

Je trouve qu’il y a une grande 
simplicity dans votre systkme 
metrique. 

Oui. Et il y a aussi une grande 
stabilite. 

Comment cela ? 

"Nos mesures ayant pour base le 
globe lui-meme, il est impos¬ 
sible qu’elles se per dent. 

C’est vrai. 

Mais il y a encore les mesures de 
capacite, de superficie et de 
solidite. 

Ont-elles, comme les poids, le 
mktre pour base ? 

Oui, sans doute. Nous en parle- 
rons un de ces jours. 


The decigram, the centigram, and 
the milligram. 

Do you understand what these 
mean ? 

Yes, very well: the tenth, the 
hundredth, and the thousandth 
part of a gram. 

How do you know that ? 

Because you spoke to me the 
other day of the decimeter, the 
centimeter, and the millimeter. 

And as you told me just now 
that the kilogram is a thousand 
grams, I suppose that the 
other multiples are: the deca¬ 
gram, the hectogram, and the 
myriagram. 

Just so. 

You have an excellent memory. 

I find great simplicity in your 
metrical system. 

Yes. And there is also great 
stability in it. 

How so ? 

Our measures having the globe 
itself for their basis, it is im¬ 
possible they can be lost. 

That is true. 

But there are still the measures 
of capacity, the superficial and 
solid measures. 

Are they, like the weights, 
founded on the meter ? 

Yes, undoubtedly. We shall 
speak of them one of these 
days. 



132 


EIGHTEENTH LESSON. 


SECOND DIVISION. —THEORETICAL PART. 


Dix-huitieme, eighteenth, comes from dix-huit , eighteen. 

Se reunissaient pour aller, 
met together for the purpose of going. 

164. In order to, or to, used in the sense of in order to , or 
for the purpose of, has to be rendered by pour. 

Ex. Have you a knife to cut the bread ? Avez-vous un couteau 
pour couper le pain ? 

Aller is one of the most important irregular verbs in 
French. 

Conjugation of the Irregular Verb Aller, to go. 


INFINITIVE MOOD. 


Aller , to go. 


Present Participle. Past Participle. 

Allant , going. Alle , gone. 


INDICATIVE MOOD. 


Je vais, 

Tu vas , 

II va, 

Nous allons , 
Vous allez , 
Us vont , 


Present r 

I go, 

thou goest, 
he goes, 
we go, 
you go, 
they go, 


am going, 
art going, 
is going, 
are going, 
are going, 
are going, 


or do go. 
or dost go. 
or does go, 
or do go. 
or do go. 
or do go. 


J'allais, 

Tu allais , 

II allait , 
Nous allions, 
Vous alliez , 
JZs allaient , 


Imperfect. 
I went, 
thou wentest, 
he went, 
we went, 
you went, 
they went, 


or was going, 
or wast going, 
or was going, 
or were going, 
or were going, 
or were going. 


EIGHTEENTH LESSON. 


133 


Past Tense Definite. 


»Vallaiy 

I went, 

or did go. 

Tu alias , 

thou wen test, 

or didst go, 

// a/Za, 

he went, 

or did go. 

iVoits allames. 

we went, 

or did go. 

Vous allateSy 

you went, 

or did go. 

Ils alldrenty 

they went, 

Future. 

or did go. 

J'irai , 

I shall go, 

or will go. 

Tu iras } 

thou shalt go, 

or wilt go. 

II ira , 

he shall go, 

or will go. 

iVows irons, 

we shall go, 

or will go. 

Fons irez, 

you shall go, 

or will go. 

/is iron/, 

they shall go, 

or will go, 


CONDITIONAL MOOD. 


J'irais , 

Tu irais, 

II irait , 
Nous irions , 
Vous iriez, 
Us iraienty 


I should go, 
thou shouldst go, 
he should go, 
we should go, 
you should go, 
they should go, 


or would go. 
or wouldst go. 
or would go. 
or would go. 
or would go. 
or would go. 


IMPEBATIVE MOOD. 

Va , go (thou). 
AllonSy let us go. 
/li/oz, go (you). 


SUBJUNCTIVE MOOD. 
Present Tense. 


faille , 
tu allies , 
aille, 

Que nous allions , 
rows alliez , 
Qu.ils aillenty 


that I may go. 
that thou mayst go. 
that he may go. 
that we may go. 
that you may go. 
that they may go. 



134 


EIGHTEENTH LESSON. 


Subjunctive Past. 


Que fallasse, 

Que tu allasses, 
Qu'il allat, 

$wv wows allassions , 
$we vows allassiez, 
Qu'its allassent , 


that I might go. 
that thou mightst go. 
that he might go. 
that we might go. 
that you might go. 
that they might go. 


165. This verb takes etre instead of avoir in its com¬ 
pound tenses. 


Ex. Je suis alle, or je suis allee, 

Tu es alle, or tu es allee, 

II est alle, 

Elle est allee, 

iVows sommes alles, or wows sommes allees , 
Fows to aZZes, or vows to aZZees, 

/Zs sowZ aZ/es, or tos sowZ allees, 


I have gone, 
thou hast gone, 
he has gone, 
she has gone, 
we have gone, 
you have gone, 
they have gone. 


Bites donc is a familiar way of calling a person’s attention 
to what you are going to say to him. It corresponds to the 
English expression, I say ! 

Camarade is applicable to persons of either sex, and is there¬ 
fore of both genders. 

166. The termination ade is found in about 150 substantives, 
a third of which have become English, some without any alter¬ 
ation ; as, Balustrade, barricade , cavalcade, brigade, arcade, 
parade: arid some presenting a slight difference ; as, Camarade, 
comrade; embuscade, ambuscade; limonade, lemonade; mas- 
carade, masquerade. 

S’ecriaient is a form of the verb s'eerier, which is always 
pronominal. 

167. Among the French pronominal verbs, some are acci¬ 
dentally so, and others are invariably conjugated with a double 
pronoun. The former are called accidental , and the latter 
essential pronominal verbs. The accidental pronominal verbs. 


EIGHTEENTH LESSON. 


135 


by taking this form, express that the same person is at once the 
subject and the object of the action ; as, a II s'affranchit, , he freed 
himselt: ’ or that the action is reciprocal ; as, “ Nous nous 
aimons , we love each other:” or they correspond to the English 
neuter form ; as, se desolait, he grieved ; il se promenait, he 
walked.” The number of these verbs is unlimited. As to the 
essential pronominal verbs, the most important are : 


S'abstenir , to abstain. 

S'adonner , to give one’s self, 
to apply one’s self. 

S'agenouiller, to kneel. 

S' eerier, to exclaim, to cry out. 

S'ecrouler, to fall down, to fall 
to pieces. 

S'emparer, to take possession. 

S'empresser , to hasten, be eager. 

S'en aller , to go away. 

S'enfuir , to flee, to run away. 

S'evader, to escape. 

S' evanouir, to faint, to swoon, 
to vanish. 

S'extusier, to be in extasy. 


Se mefier, to mistrust. 

Se meprendre, to mistake. 

Se moquer, to mock, to deride, 
to laugh. 

Se prosterner, to prostrate one’s 
self. 

Se raviser, to alter one’s mind, 
to think better of it. 

Se refugier, to take refuge, 
to take shelter. 

Se repentir, to repent. 

Se ressouvenir, to remember. 

Se souvenir, to remember. 

Se soucier, to care, to be con¬ 
cerned. 


168. The following verbs, though not essentially pronominal, 
require a particular mention, on account of the different meaning 
which they acquire by being used in the pronominal form: 


Attendre, to wait. 

S'attendre a , to expect. 
Carver, to square. 

Se carver, to strut. 

Defier, to defy, to challenge. 
Se defier, to distrust. 
Depecher, to dispatch. 

Se depecker, to make haste. 
Disputer, to dispute. 

Se disputer, to quarrel. 


Douter, to doubt. 

Se douter, to suspect. 

Passer, to pass. 

Se passer de, to do without. 
Plaindre, to pity. 

Se plaindre , to complain. 
Servir, to serve. 

Se servir, to make use. 

Taire, to suppress, to conceal. 
Se taire, to be silent. 





136 


EIGHTEENTH LESSON. 


Tout A l’heure is an adverbial expression which corresponds 
to just now , presently , and by-and-by. It refers to past time as 
well as to future time; as, “II est venu tout a Vheure , he came 
just now; il viendra tout a Vheure , he will come presently. 

Faire un tour , to take a turn. 

169. The verb faire is commonly employed in phrases 
which denote that distance or space is gone over; as, “Faire 
un pas , to take a step; faire un tour , to take a turn, a trip; 
faire une promenade , to take a walk; faire un voyage , to per¬ 
form a journey; faire un mille a pied, to walk a mile; faire une 
lieue a cheval , to ride a league.” 

N’est-ce pas ? Is it not ? 

170. The interrogative form annexed to a proposition, in 
order to know whether it is assented to, varies in English accord¬ 
ing to the tense and person of the verb, and may be expressed in 
as many ways as there are different signs or auxiliary verbs. 
In French, this form is invariably n'est-ce pas? thus: “Vous 
viendrez , n'est-ce pas? you will come, will you not? Vous ne 
viendrez pas , n'est-ce pas? you will not come, will you? Vous 
venez , n'est-ce pas? you are coming, are you not? II nest pas 
venu , n'est-ce pas ? he has not come, has he ? II parlait bien , n est-ce 
pas? he spoke well, did he not? II ne serait pas chez lui, n'est- 
ce pas ? he would not be at home, would he ?” 

Qu’importe ? what matters ? is a part of importer , to matter, 
to signify, an impersonal verb of the first conjugation. 

The expression, n’importe, never mind, is an important 
derivative of this word. 

Voisinage , neighborhood, is masculine by exception. 

Se depecher , to make haste; demxmder, to ask; s'eerier, to 
exclaim; and se promener , to take a walk, are regular verbs of 
the first conjugation: se reunir , to collect together, is of the 
second : attendre , to wait; and repondre, to answer, are of the 
third. 

Apercevoir , to perceive ; dire , to say;. partir , to depart; and 
savoir , to know, are irregular verbs,, which will be explained 
later. 


EIGHTEENTH LESSON. 


137 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. Do I go? 

16. 

I am going to speak. 

2. Does he go ? 

17. 

He is going to be. 

3. Do we go ? 

18. 

We are going to finish. 

4. Do you go ? 

19. 

You are going to give. 

5. Do they go ? 

20. 

They are going to do. 

6. I do not go. 

21. 

I was going to take. 

7. He does not go. 

22. 

He was going to see. 

8. We do not go. 

23. 

We were going to run. 

9. You do not go. 

24. 

You were going to touch. 

10. They do not go. 

25. 

They were going to think. 

11. Do I not go ? 

26. 

I am not going to pass. 

12. Does he not go? 

27. 

He is not going to ask. 

J3. Do we not go ? 

28. 

We are not going to answer. 

14. Do you not go ? 

29. 

You are not going to find. 

15. Do they not go? 

30. 

They are not going to lose. 


31. They speak, to exercise themselves, 164.—32. I have 
come to see you, 164.—33. We are going into the fields, to 
take a walk, 164.—34. She was studying her lesson, was she 
not? 170.— 35. They have not forgotten us, have they? 170.— 
36. We have learned many words, have we not? 170.—37. Your 
comrades like you, do they not? 170.—38. We shall sell our 
boat. —39. We shall divert ourselves, 167.—40. I shall finish 
this story another day. —41. If we are not victorious, we shall 
perish together. —42. Amuse yourselves, my dear children.— 
43. Weigh your bread and your meat. —44. Lend me your dic¬ 
tionary. —45. Have you gone? 165.—46. I have gone, 165.— 
47. She had gone, 165.—48. She would have gone, 165.— 
49. These ladies have gone, 165. 


1 38 


NINETEENTH LESSON.. 


NINETEENTH LESSON.* 

FIRST DIVISION.-PRACTICAL PART. 

TEXT .** 

LITERAL TRANSLATION . 

Dix-iieMvi^me le^on. 

Nineteenth 

“ Nous courrons, nous sauterons, nous 

shall run shall leap 

jouerons am bams, au cheval fondu et 

shall play prisoners’ base horse melted 

a d ? a litres jeux. ^arnissez vos poelies, 

games Stock pockets 

si vous ie pourez. Si vous n’avez pas 

can have 

d’argent, | n’importe ] ; suivez-nous ton- 

money no matter follow 

jours ct n’ayez aucun souci du reste.” 

have care • rest 

Toutes les invitations du sneine genre 

invitations kind 

etaient joyeusement acceptees, en quelque 

joyfully accepted whatever 

moment qu’elles arrivassent, quelque 

arrived (suhj.) however 

inopportunes qu’elles fussent, quelques 

untimely were (suhj.) whatever 


* See 1st note on page 187 


** See 2d note oil page 117. 




NINETEENTH LESSON. 


1S9 

pressantes occupations qu’elles iuterrom- 

pressing occupations inter- 

pissent, quelques mconveiiienfs qu’elles 

rupted (subj.) whatever inconveniences 

dissent, et | quels que | iussent ceux qui 

had (subj.) whoever were those 

les laisaient, pourvu qu’ils eussent Pair 

them made had air 

de bons eniants. 


THE SAME IN GOOD ENGLISH. 

“ We shall run and jump and play at prisoners’ base, at leap 
frog, and other games. Line your pockets, if you can. If you 
have no money, it matters not; come with us, and never mind 
the rest.” 

All invitations of the same kind were joyfully accepted, at 
whatever moment they might arrive, however untimely they 
might be, whatever pressing occupations they might interrupt, 
whatever inconveniences might attend them, and whoever they 
might be who made them, provided they looked like good fel- 
ows. 


Quelle est cette le<jon ? 

Que feront les 
d’Alexis ? 

A quels jeux joueront-ils ? 

Qu’est-ce que e’est que le cheval 
fondu ? 


C’est la dix-neuvi&me. 

Ils courront, ils sauteront, ils 
joueront. 

Aux barres, au cheval fondu et 
k d’autres jeux. 

C’est un jeu. 


QUESTIONS AND ANSWERS FOR CONVERSATION.* 

camarades 


* See notes on page 2. 






140 


NINETEENTH LESSON. 


Quelle recommandation les ap- 
prentis faisaient-ils k Alexis ? 

Etait-il indispensable qu’il eut de 
l 1 argent ? 

Que lui disaient-ils encore? 

Comment tontes les invitations 
du meme genre etaient-elles 
acceptees ? 

Qu’est-ce qui etait joyeusement 
accepte ? 

En quel moment etaient-elles 
joyeusement acceptees ? 

Ces invitations etaient-elles tou- 
jours opportunes ? 

Etaient-elles acceptees de meme, 
quand elles etaient inoppor- 
tunes ? 

Qu’est-ce que ces invitations in- 
terrompaient quelquefois? 

Comment etaient-elles reques, 
quand elles avaient des incon- 
venients ? 

Acceptait-il ces invitations quels 
que fussent ceux qui les fai- 
saient ? 


De garnir ses poches, s’il le pou- 
vait. 

Non; car les apprentis lui di- 
saient: “ Si vous n’avez pas 
d’argent, n’importe.” 

“ Suivez-nous toujours, et n’ayez 
aucun souci du reste.” 

Elles etaient joyeusement accep¬ 
tees. 

Toutes les invitations du meme 
genre. 

En quelque moment qu’elles ar- 
rivassent. 

Non.. Elles etaient quelquefois 
inopportunes. 

Oui; quelque inopportunes qu’el¬ 
les fussent. 

Elles interrompaient de pres- 
santes occupations. 

Elles etaient joyeusement accep 
tees, quelques inconvenients 
qu’elles eussent. 

Oui, pourvu qu’ils eussent l’air 
de bons enfants. 


SENTENCES FOR ORAL TRANSLATION* 


TO BE TURNED INTO ENGLISH. 

Avez-vous encore des explica¬ 
tions k me demander sur le 
systeme metrique ? 

Oui, certainement. Et d’abord 
sur les mesures en usage pour 
les liquides, les grains, et caatera. 


TO BE TURNED INTO FRENCH. 

Have you any more explanations 
to ask me on the metrical sys¬ 
tem ? 

To be sure, I have. And firstly, 
on the measures used for 
liquids, grains, and so forth. 


* See note on page 3. 







NINETEENTH LESSON. 


141 


Nous les appelons mesures de 
capacite. 

C’est comme chez nous. 

L’unite de mesure est le litre. 

C’est un decimetre cube. 

A laquelle de nos mesures cela 
,equivaut-il ? 

A environ deux pintes. 

Ou, plus exactement, a une pinte 
et trois quarts. 

Je ne vous demande pas la deno¬ 
mination des autres mesures 
de capacite : je la trouverai 
tout seul. 

Un de mes amis a un champ de 
deux hectares ; comhien d’acres 
cela fait-il ? 

Environ cinq acres. 

Je suppose que le mot hectare 
est pour hectoare , c’est-a-dire 
cent ares. 

Yous avez raison: l’are est l’u- 
nite des mesures de superficie. 

Un are est une surface de cent 
metres carres. 

Je ne comprends pas le mot 
carres. 

Le carre est une surface limitee 
par quatre lignes de la meme 
longueur, formant quatre an¬ 
gles pareils. 

Cette feuille de papier a quatre 
angles pareils : est-elle carree? 

Non, pas exactement; parce que 
ses quatre bords ne sont pas de 
la meme longueur. 

Quelle est l’unite de mesure pour 
les solides ? 

Le st6re, ou le metre cube. 

N’avons-nous rien oublie ? 

Nous n’avons pas parle de la 
raonnaie. 


We call them measures of ca¬ 
pacity. 

It is the same in our country. 

The unity of measure is the liter. 

It is a cubic decimeter. 

To which of our measures does 
that correspond ? 

To about two pints. 

Or, more exactly, to a pint and 
three quarters. 

I do not ask you to tell me the 
names of the other measures 
of capacity : I shall find them 
out by myself. 

A friend of mine has a field of 
two hectares; how many acres 
does that make ? 

About five acres. 

I suppose that the word hectare 
is for hectoare, that is one hun¬ 
dred ares. 

You are right: the are is the 
unity of superficial measures. 

An are is a surface of one hun¬ 
dred square meters. 

I do not understand the word 
carres. 

The square is a surface limited 
by four lines of the same 
length, forming four similar 
angles. 

This sheet of paper has four simi¬ 
lar angles: is it square ? 

No, not exactly; because its four 
sides are not of the same 
length. 

What is the unity of solid 
measures ? 

The stere, or cubic meter. 

Have we forgotten nothing ? 

We have not spoken of coins. 




142 


NINETEENTH LESSON. 


Comprenez-vous le mot mon- 

naie ? 

Oui, par sa ressemblance avec 
notre mot money. 

Le franc est 1’unite. 

O’est une piece d’argent du poids 
de cinq grammes. 

A quoi cela equivaut-il ? 

A vingt sous. 

Y a-t-il des decifrancs, des deca- 
francs et des centifrancs ? 

Non, ces denominations ne sont 
pas en usage. 

Les subdivisions du franc sont 
appelees centimes. 

Un centime est le centieme d’un 
franc. 

II y a des pieces de cinq cen¬ 
times, ou des sous. 

II y a des pieces de dix, de vingt 
et de cinquante centimes. 

11 y a aussi des pieces de deux 
francs et de cinq francs. 

De quel metal sont-elles faites ? 

D’argent. 

N’avez-vous pas de pieces d’or? 

Nous avons des pieces de dix 
francs, de vingt francs et de 
quarante francs. 

Je vous suis bien oblige de vos 
explications. 


Do you understand the word 

monnaie f 

Yes, from its resemblance to our 
word money. 

The franc is the unity. 

It is a piece of silver weighing 
five grams. 

What is it equivalent to ? 

To twenty cents, or sous. 

Are there any decifrancs, deca- 
francs, and centifrancs ? 

No, these denominations are not 
used. 

The subdivisions of the franc are 
called centimes. 

A centime is the hundredth part 
of a franc. 

There are pieces of five centimes, 
or sous. 

There are pieces of ten, twenty, 
and fifty centimes. 

And there .are pieces of two 
francs and of five francs. 

What metal are they made of? 

Of silver. 

Have you no pieces of gold ? 

We have pieces of ten, twenty, 
and forty francs. 

I am much obliged to you for 
your explanations. 





NINETEENTH LESSON. 


14S 


SECOND DIVISION.—THEOEETICAL PAET. 

* Dix-neuvieme, nineteenth, comes from dix-neuf, nineteen. 

Nous courrons, we shall run, is the first person plural of the 
future tense of courir , to run, one of the most important irregular 
verbs in French. 


'Conjugation of the Irregular Verb Courir, to run. 


INFINITIVE MOOD. 

Courir , to run. 

Present Participle. Past Participle. 

Courant' running. Couru , run. 


INDICATIVE MOOD. 
Present Tense. 


Je cours , 

Tu cours , 

II court , 

Nous couronsj 
Vous courez , 
Ils courent , 


I run, 

thou runnest, 
he runs, 
we run, 
you run, 
they run, 


am running, 
art running, 
is running, 
are running, 
are running, 
are running, 


or do run. 
or dost run. 
or does run. 
or do run. 
or do run. 
or do run. 


Imperfect. 


Je courais , 

Tu courais , 

II courait , 
Nous courions , 
Vous couriez , 
Ils couraient , 


I ran, 

thou rannest, 
he ran, 
we ran, 
you ran, 
they ran, 


or was running, 
or wast running, 
or was running, 
or were running, 
or were running, 
or were" running. 


144 


NINETEENTH LESSON, 


Past Tense Definite. 


Je couruSy 

I ran, 

or did run. 

Tu couruSy 

thou rannest, 

or didst run. 

II couruty 

he ran, 

or did run. 

Nous courumeSy 

we ran, 

or did run. 

Vous couriitesy 

you ran, 

or did run. 

Ils coururenty 

they ran, 

Future. 

or did run. 

Je courraiy 

I shall run, 

or will run. 

Tu courraSy 

thou shalt run, or wilt run. 

II courrciy 

he shall run, 

or will run. 

Nous courronSy 

we shall run, 

or will run. 

Vous courreZy 

you shall run 

, or will run, 

Us courronty 

they shall run, or will run. 


CONDITIONAL MOOD. 


Je murrain , 

Tu courrais, 

II courrait , 
Nous courrions , 
Vous courriez , 
i7s courraient , 


I should run, 
thou shouldst run, 
he should run, 
we should run, 
you should run, 
they should run, 


or would run. 
or wouldst run 
or would run. 
or would run. 
or would run. 
or would run. 


IMPERATIVE MOOD. 
Cours , run (thou). 

Courons , let us run. 
Courez, run (you). 


SUBJUNCTIVE MOOD. 
Present Tense. 


Que je coure, 

Que tu coures , 
Quit coure , 

Que nous courions , 
$we vows couriez , 
Qu'ils courent , 


that I may run. 
that thou mayst run. 
that he may run. 
that we may run. 
that you may run. 
that they may run. 


NINETEENTH LESSON. 


145 


Subjunctive Past. 

Que je courusse , that I might run. 

Que tu courusses , that thou mightst run. 

Qu’il couriit , that he might run. 

Que nous courussions , that we might run. 

Que vous courussiez , that you might run. 

Qu'ils courussent , that they might run. 

171. Thus are conjugated accourir , to run up; concourir , to 
concur, to compete; discourir , to discourse; encourir , to incur; 
parcourir , to go over, to run over; recourir , to run again, to 
recur; secourir, to succor, to relieve, to help, etc. 

K’ous courrons f nous sauterons, nous jouerons 

172. It would not be incorrect to say, “Nous rourrons , 
sauterons, jouerons ,” etc. The repetition of the subject pronoun 
depends rather on the taste of the speaker than on any precise 
rule. Yet it may be stated, in a general way, that the repetition 
of the pronoun is more frequent in French than in English. 

Cheval fondu, literally horse-melted , is an idiomatic expres¬ 
sion, signifying leap-frog. 

Si vous n'avez pas d'argent, if you have no money. 

173. Pas, when used in the sense of no , or not any , is an 
adverb of quantity, and requires de before the noun placed 
after it. (155.) 

174. N’importe, being in frequent use, and giving rise to 
several idiomatic locutions, requires a particular mention. It is 
the negative form of il importe , it is important, the third person 
singular of the present tense of importer,, to be important, a verb 
which, in this sense, is only used in the infinitive or in the third 
person singular, with the impersonal pronoun il. IsTimporte 
means, no matter , never mind , it does not signify. Its principal 
combinations are: N'importe lequel , no matter which, be it 
w'hich it may; n’importe ou , anywhere; n’importe quand , at any 
time; n’importe qui , any one, whoever you like; n'importe quoi, 
no matter what.. 


7 


146 


NINETEENTH LESSON. 


En quelque moment qu J elles arrivassent, 
at whatever moment they might arrive. 

175. Quelque, followed by que, corresponds to whatever 
and however. 

. Pressantes occupations, pressing occupations. 

176. When the present participle is used as an adjective, it 
follows the rule of the adjective, and agrees in gender and 
number with the noun which it qualifies. (40, 85.) 

Ceux qui les faisaient, those who made them. 

177. The demonstrative pronoun these, or those, is trans¬ 
lated by ceux for the masculine, and by celles lor the femi¬ 
nine. This completes the study of the demonstrative pronoun 
in French. 

Masculine. Feminine. 

Celui, celle, this, or that. 

Ceux, celles, these, or those. 

Each of these pronouns is susceptible of being made to indi¬ 
cate more particularly the proximity or remoteness of the object 
referred to, by the addition of ci or la. —Ex. Celui-ci, this one * 
celui-la, that one. 

Ceci, this, and cela, that, are but modifications of ce, it, this, 
or that, seen before. They have no plural, and do not refer to 
a word expressed before, but serve only to point out objects.— 
Ex. Vous voyez ceci, you see this; cela est beau, that is fine. 

Qu’ils eussent l’air is a part of the verb avoir fair — 
literally, to have the air; which signifies, to look, to look like, 
to seem. 

Genre, kind, and rente, rest, are masculine by exception. 

Enfant is of both genders :• masculine, when referring to a 
male child, and feminine, when speaking of a female one. 

Accepter, to accept; arrive?-, to arrive; jouer, to play ; presser, 
to press; and sauter, to jump, are regular verbs of the first 
conjugation : yarnir, to stock, is of the second : fonder, to melt; 
and inter rompre, to interrupt, are of the third. 

Pouvoir, to be able; and suivre, to follow, are irregular verbs, 
which will be explained later. 


NINETEENTH LESSON. 


147 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. I run up, 171. 

2. lie runs up. 

3. We run up. 

4. You run up. 

5. They run up. 

6. I ran up. 

7. I shall run up. 

8. I should run up. 

9. Let us run up. 

10. Run up. 

11. I have run up. 


12. I relieve, 171. 

13. He relieves. 

14. We relieve. 

15. You relieve. 

16. They relieve. 

17. I relieved. 

18. I shall relieve. 

19. I should relieve. 

20. Let us relieve. 

21. Relieve. 

22. I have relieved. 


23. The boys. 

24. The men. 

25. The elbows. 

26. The sons. 

27. The times. 

28. Some ideas. 


29. The months. 

30. The days. 

31. The fires. 

32. The arms. 

33. The noses. 

34. Some houses. 


35. The boats. 

36. The cakes. 

37. The generals, 

38. The metals. 

39. The crystals. 

40. Some things. 


41. Come and see the generals.—42. The children were play¬ 
ing with the animals.—43. The tradesmen have sold all their 
provisions, 55.—44. Have you heard his question ?—45. Finish 
that story.—46. Sell me your horse.—47. He has no com¬ 
rades, 173.—48. We have no meat; but no matter, we have 
some bread, 173, 174.—49. They do not study, because they 
have no dictionaries, 173.—50. You will play with them.— 
51. He has no occupation, 173.—52. Have you any occupa¬ 
tion?—53. They have money, but they have no bread, 173.— 
54. Have you any books?—55. No; we have no books, 173.— 
56. Has she any friends?—57. No; she has no friends, 173.— 
58. Has he any patience?—59. No; he has no patience, 173. 

_60. They will make you laugh.—61. She has received two 

very pressing invitations, 176. 


TWENTIETH LESSON. 


US 


TWENTIETH LESSON.* 

FIRST DIVISION.-PRACTICAL PART. 

TEXT.** 

LITERAL TRANSLATION. 

Vingti&me le^on. 

Twentieth 

| II y avail, | parmi lies anciennes con- 

There was among old ac- 

naissaiices d ? Alexis, un etudiant aust&re 

qnaintances student austere 

ct froid, qui le sermoimait dc temps en 

cold lectured 

temps, et qui, la derntere fois qu’ils se 

last each other 

renconlr^rent, lui tint | A pew prfcs | ce 

met held nearly 

langage : u Croyez-moi, cker coaadiscipfle : 

language Believe fellow-student 

fuyez les llatteuses seductions de cette 

shun flattering seductions 

cosnpagnie frivole et corruptrice. ftuand 

company frivolous corrupting Though 

mesne vows auriez de la fortune, vows 

even should have 

seriez a blamer de ne sourer qu’a l>oire, 

would be to blame to dream drink 

a manger, a dormir et a laser le temps, 

eat sleep kill 


See 1st note on page 187. 


** See 2d note on page 117. 




TWENTIETH LESSON. 


' 149 


§aits rfen faire de profitaMe. Vous finirez 

profitable will finish 

par vous Ias§er de cette vie dissipee, et 

to tire life dissipated 

vous era recoraraaitrez le vide $ araais rae 

of it will acknowledge empty (emptiness) 

sera-S-I! pas trop lard ? ” 

will be late 


THE SAME IN GOOD ENGLISH. 

There was, among the old acquaintances of Alexis, an austere 
and frigid student, who lectured him now and then, and who, 
the last time they met, spoke to him nearly as follows : “ Take 
my advice, dear fellow-student,'shun the enticements of that friv¬ 
olous and corrupting society. Even though you were wealthy, 
still you would be to blame .to think of nothing but eating and 
drinking, and sleeping and killing time, without doing any thing 
profitable. You will at last get tired of this life of dissipation, 
and you will acknowledge the futility of it; but will it not be too 
late?” 


QUESTIONS AND ANSWERS FOR CONVERSATION* 


Quelle est cette le^on ? 

Qui est-ce qui sermonnait Alexis ? 
Quand le sermonnait-il ? 

Quel etait le caractere de cet 
etudiant ? 

Etait-ce un ami d’Alexis ? 

Que faisait-il de temps en temps ? 
Quand lui dit-il: “ Croyez-moi, 
cher condisciple ? ” 

Comment appelait-il Alexis ? 


C’est la vingti&me. 

Un etudiant. 

De temps en temps. 

II etait austere et froid. 

C’etait une de ses anciennes con- 
naissances. 

II sermonnait Alexis. 

La derntere fois qu’ils se rencon- 
tr^rent. 

Cher condisciple. 


* See notes on page 2. 







150 


TWENTIETH LESSON. 


Que pensait-il de la compagnie j 
que frequentait Alexis ? 

Avec quelles expressions lui parla- 
t-il de cette compagnie ? 

De quoi un homme serait-il a 
bl&mer, quand meme il aurait 
de la fortune ? 

Comment I’etudiant parla-t-il de 
la vie dissipee d’Alexis ? 


Que c’ttait une compagnie fri 
vole et corruptrice. 

“ Fuyez les flatteuses seductions 
de cette compagnie frivole et 
corruptrice.” 

II serait a blamer de ne songer 
qu’a boire, k manger, k dormir 
et k tuer le temps, sans rien 
faire de profitable. • 

“ Yous finirez par vous lasser de 
cette. vie dissipee, et vous en 
reconnaitrez le vide; mais ne 
sera-t-il pas trop tard ? ” 


SENTENCES FOR ORAL TRANSLATION* 


TO BE TURNED INTO ENGLISH. 

Que pensez-vous de cette his- 
toire ? 

De quelle histoire voulez-vous 
parler ? 

De celle d’Alexis Delatour. 

Faut-il vous parler franchement ? 

Oui, sans doute. 

Je ne la trouve pas fort amu- 
sante. 

Quel defaut y trouvez-vous ? 

D’abord, il n’y a gu^re d’inci- 
dents. 

C’est vrai. 

A tout moment la narration est 
interrompue par des reflexions 
et des conversations. 

Yous avez raison. 

Nous serious plus attentifs §i 
l’histoire etait- plus attrayante. 

Avez-vous d’autres observations I 
a faire ? 


TO BE TURNED INTO FRENCH. 

What do you think of this story ? 

What story do you mean? 

This of Alexis Delatour. 

Must 1 speak frankly ? 

Yes, undoubtedly. 

I do not find it very amusing. 

What fault do you find with it ? 

Firstly, there are but few inci¬ 
dents. 

It is true. 

At every moment the narration is 
interrupted by reflections and 
conversations. 

You are right. 

We should be more attentive if 
the story were more attractive. 
J Have you any other observations 
' to make ? 


* See note on page 3. 


0 - 










TWENTIETH LESSON. 


151 


Je pense que c’est bien assez. 

Je suis force de dire d’abord que 
vos observations sont tres-jus- 
tes. 

Oela me fait plaisir. 

Mais soyez assez bon pour re- 
pondre a quelques questions. 

Je suis pret a vous entendre et k 
vous repondre. 

Ok avez-vous appris les mots que 
vous venez de prononcer ? 

Dans l’histcire d 1 Alexis. 

Quand je vous parle, vous com- 
prenez tous les mots que je pro¬ 
nonce, n’est-ce pas? 

Oui, monsieur. 

Et quand vous avez quelque 
chose k dire, vous trouvez des 
expressions pour rendre votre 
pensee ? 

Pas toujours; mais souvent. 

Ou avez-vous appris toutes ces 
expressions ? 

Dans rhistoire d’Alexis. 

S’il n’y avait pas de conver¬ 
sations dans cette histoire, 
croyez-vous qu’il vous serait 
possible de trouver tant de¬ 
pressions ? 

Je ne le pense pas. 

Dans nne conversation, l’on parle 
a la premiere et k la seconde 
personne. 

Dans une narration non inter- 
rompue, nous n’apprendrions 
que la troisikme personne. 

Et nous n’aurions les verbes qu’au 
passe. 

Voila ce qui fait que cette his¬ 
toire n’est pas tres-amusante. 

Mais nous avons une compensa¬ 
tion. 


I think it is quite enough. 

I am forced to say first that your 
observations are very right. 

I am glad,, to hear it. 

But be kind enough to answer me 
a few questions. 

I am ready to hear and to answer 
you. 

Where have you learned the 
words that you have just pro¬ 
nounced ? 

In the story of Alexis. 

When I speak to you, you un¬ 
derstand every word I pro¬ 
nounce, don’t you ? 

Yes, sir. 

And when you have something 
to say, you find expressions to 
render your thought ? 

Hot always ; but often I do. 

Where have you learned all these 
expressions ? 

In the story of Alexis. 

If there were no conversations in 
this story, do you believe it 
would be possible for you to 
find so many expressions ? 

I do not believe it would. 

In a conversation, we speak in 
the first and second persons. 

In an uninterrupted narration, 
we should learn but the third 
person. 

And we should have the verbs 
but in the past tense. 

That is why this story is not 
very amusing. 

But we have a compensation. 



152 


TWENTIETH LESSON. 


Nous pouvons nous entendre en 
frangais. 

4 partir de la vingt et uni&me 
.egon, je ne vous parlerai plus 
anglais. 

Et vous croyez quo nous vous 
comprendrons ? 

J’en suis sur. 

Vous savez assez de mots pour 
cela. 

Voyez quelle longue conversa¬ 
tion nous avons eue aujour- 
d’hui! 


I We can understand eacti other in 
French. 

From the twenty-first lesson, I 
shall no longer speak English 
to you. 

And do you believe that we shall 
understand you? 

I am sure of it. 

You know words enough for 
that. 

See what a long conversation we 
have had to-day! 


SECOND DIVISION. —THEOEETICAL PAET. 

Vingtieme, twentieth, comes from vingt , twenty. 

Connaissance, seen in the fifth lesson translated by knowledge , 
signifies acquaintance in this one. It is used to express either 
male or female acquaintance; but whether it refers to males or 
females, it remains feminine ; and in speaking of a man, we say, 
“ C'est une de mes connaissances 

De temps en temps is an adverbial expression corresponding 
to now and then , every now and then , ever and anon. 

Ils se rencontrerent, they met each other , is a pronominal 
verb, denoting reciprocity . 

178. The idea of a reciprocal or mutual action, expressed in 
English by adding the pronouns each other or one another to the 
verb, is rendered in French by means of two pronouns of the 
same person— nous nous , vous vous , ils se , placed before the 
verb; that is, by the pronominal form, which is likewise em¬ 
ployed with reflective verbs; the only difference being that 
reciprocal verbs of course are only used in the plural number. 
Nous nous aimons—Vous vous voyez—Ils se hlament , may con¬ 
sequently mean, We love each other , or, ue love ourselves — You 





TWENTIETH LESSON. 


153 


* ee eac h other, or, you see yourselves—They blame each other , or, 
they blame themselves. When the rest of the construction does 
not clearly show the sense, ambiguity is avoided by the addition 
of the pronouns Vun Vautre, les uns les autres , when the action 
is reciprocal; and nous-memes, vous-memes, eux-memes, dies- 
memes , when it is reflective. 

A peu-pr^s is an adverbial expression, signifying nearly, 
almost, ox pretty much. 

Croyez- moi, believe me. 

179 In the Imperative mood, moi is used instead of me, 
after the verb, when the phrase is not negative. Do not believe 
me, would be translated regularly by ne me croyez pas. This 
completes the study of the objective pronouns of the first per¬ 
son singular. Me, or to me, generally rendered by me put 
before the verb, is translated by moi placed after it in Impera¬ 
tive affirmative sentences; as, Donnez-moi, give me. When 
used isolately, that is to say, chiefly after que, meaning as, 
than, only, or c’est, it is, me is invariably translated by moi, 
and to me, by a moi. 

Quand meme vous auriez de la fortune, 
even though you had fortune. 

180. When quand signifies though, although, it is always 
followed by a verb in the conditional mood. 

Vous seriez a blamer, you would be to blame. 

181. In this particular example, the construction is the same 
in both languages. In French, this construction is perfectly 
regular; but in English, it is exceptional, the passive form 
being the usual corresponding construction, as will be seen by 
the following examples : 

II est A plaindre. He is to be pitied. 

Hautes A corriger. Faults to be corrected. 

(Test une chose A voir. It is a thing to be seen. 

II y a quelque chose A faire. There is something to be done. 

Boire, to drink, is one of the most important irregular verbs 
in French. 




154 


TWENTIETH LESSON. 


Conjugation of the Irregular Verb Boire, to drink. 

INFINITIVE MOOD. 

Boire , to drink. 

Present Participle. Past Participle. 

Buvant , drinking. B w, drunk. 

INDICATIVE MOOD. 

Present Tense. 

I drink, 
thou drinkest 
he drinks, 
we drink, 
you drink, 
they drink, 


Je hois , 

Tu hois, 

II boit , 

Nous buvons, 
Vous buvez , 
Ils boivent , 


am drinking, or do drink. 


art drinking, or dost drink, 
is drinking, or does drink, 
are drinking, or do drink, 
are drinking, or do drink, 
are drinking, or do drink. 



Imperfect. 


Je buvais, 

I drank, 

or was drinking. 

Tu buvais , 

thou drankest, 

or wast drinking. 

II buvait , 

he drank, 

or was drinking. 

Nous buvions , 

we drank, 

or were drinking. 

Vous buviez , 

you drank, 

or w r ere drinking. 

Ils buvaient , 

they drank, 

or were drinking. 


Past Tense Definite. 

Je bus , 

I drank, 

or did drink. 

TV 

thou drankest, 

or didst drink. 

// 

he drank, 

or did drink. 

iVows bilmes , 

we drank, 

or did drink. 

Fbws btites, 

you drank, 

or did drink. 

Ils burents 

they drank, 

or did drink. 


Future. 


Je boirai , 

I shall drink, 

or will drink. 

TV boiras. 

thou shalt drink, or wilt drink. 

II boira , 

he shall drink, 

or will drink. 

Nous boirons , 

we shall drink, 

or will drink. 

Foms boirez , 

you shall drinli 

;, or will drink. 

TZs boiront , 

they shall drink,” or will drink. 


TWENTIETH LESSON. 


155 


CONDITIONAL MOOD. 

Je boirais, 

Tu boirais, 

II boirait, 

Nous boirions, 

Vous boiriez, 

Ils boiraient, 

IMPERATIVE. MOOD. 

Bois , drink (thou). 
Buvons, let us drink. 
Buvez, drink (you). 


I should drink, 
thou shouldst drink, 
he should drink, 
we should drink, 
you should drink, 
they should drink, 


or would drink, 
or wouldst drink, 
or would drink, 
or would drink, 
or would drink, 
or would drink. 


SUBJUNCTIVE MOOD. 


Present Tense. 


Que je boive, 

Que tu boives, 
Qu'il boive , 

Que nous buvions, 
Que vous buviez, 
Qu'ils boivent, 


that I may drink, 
that thou mayst drink, 
that he may drink, 
that we may drink, 
that you may drink, 
that they may drink. 


Subjunctive Past. 


Que je busse, 

Que tu busses, 
Qu'il but, 

Que nous bussions, 
Que vous bussiez, 
Qu'ils bussent, 


that I might drink, 
that thou mightst drink, 
that he might drink, 
that we might drink. * 
that you might drink, 
that they might drink. 


Sans rien faire de projilable, 
without doing any thing profitable. 

182. The preposition de must be prefixed to an adjectiv 
which follows rien, quelque chose, and que. 

Ex. Qu'avez-vous de beau ? what have you fine ? 

Je n’ai rien de beau, mais j'ai quelque ehose de vilain, 

I have nothing fine, but I have something ugly. 


156 


TWENTIETH LESS*>N. 


Le vide, the emptiness, is derived from the adjective vide , 
void, empty. It is masculine. 

183. Words which, without being nouns, are accidentally 
used as such, are masculine. This completes the study of the 
gender of French nouns. 

184. Names of males are masculine, and names of females 
feminine; but the inanimate objects are classified according to 
their termination, those ending with an unaccented e, eur, 
ion, te, being feminine, and those ending otherwise, mas¬ 
culine. 

The exceptional words likely to occur in ordinary conversa¬ 
tion are comparatively few, and will be explained as they occur 
in the text. 

185. Those already seen will be found in the following lists : 

Are masculine, though ending with Are feminine, though 


Age. 

an unaccented e. 

Doute. 

Personnage. 

ending otherwise. 

Eau. 

Avantage. 

Exemple. 

Proverbe. 

Fois. 

Caractere. 

Genie. 

Peste. 

Main. 

Commerce. 

Genre. 

Saule. 

Maison. 

Condisciple. 

Kilogramme. 

Service. 

Moitie. 

Coude. 

Langage. 

Vice. 

Plupart. 

Dictionnaire. 

Metre. 

Voisinage. 

Raison. 


To these might be added the words which, without being 
nouns, are accidentally used as such (183), and those which are 
masculine in one acceptation, and feminine in another; as, 

TJn enfant , a male child. TJne enfant , a female child. 

Un camarade , a boy. Une camarade, a girl. 

TJn livre , a book. Une livre , a pound. 

U% manche , a handle. Une manche , a sleeve, etc. (158.) 

Flatteuses is the feminine plural of fatteur , fla.tteuse, flat¬ 
tering, one of the few adjectives which form their feminine 
irregularly. 

186. Adjectives ending in eur have their feminine in euse, 
when they can be derived from a present participle by changing 


TWENTIETH LESSON. 157 

the termination ant into ear, —Ex. Flatleur, flatteuse, flattering, 
from flattant , present participle of flatter, to flatter. 

Flamer, to blame; dissiper , to dissipate; lasser , to tire; 
manger , to eat; profiler , to profit; songer , to dream ; tuer , 
to kill; rencontrer , to meet; and sermonner, to sermonize, are 
regular verbs of the first conjugation : croire, to believe; dormir , 
to sleep; /atr, to flee; reconnoitre , to recognize ; and temV, 
to hold, are irregular. They will be explained later. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. Do I drink ? 

2. Does he drink? 

3. Do we drink ? 

4. Do you drink ? 

5. Do they drink ? 

6. I have not drunk. 

7. He has not drunk. 


8. We have not drunk. 

9. You have not drunk. 

10. They have not drunks 

11. Do not drink. 

12. Let us not drink. 

13. I shall not drink. 

14. I should not drink. 


15. The moment. 

16. The horse. 

17. The basket. 

18. The pocket. 

19. The peach. 


20. The question. 

21. The foot. 

22. The net. 

23. The liberty. 

24. The society. 


25. The morning. 

26. The river. 

27. The meat. 

28. The bread. 

29. The thing. 


30. They love each other, 178.—31. Do you understand the 
French actors when they play? 133.—32. Give me some bread 
and some water, 156.—33. Do not* give me any meat, 173.— 
34. Do you know any thing new? 182.—35. No; we know 
nothing new, 182.—36. We shall eat something good, 182.— 

37. There is something agreeable in this production, 182.— 

38. What do you drink? —39. I drink water, 159.—40. What 
are you doing? —41. We are amusing ourselves. —42. I accept 
your flattering invitation, 186.—43. Something useful, 182.— 
44. Something old, 182.—45. Something small, 182.—46. What 
have you good? 182.—47. What have you bad? 182. 



158 


TWENTY-FIRST LESSON. 


TWENTY-FIRST LESSON.* 

FIRST DIVISION.-PRACTICAL PART. 

TEXT. 

LITERAL TRANSLATION. 

Vingt et uni&nie le^on. 

first 

“ Si vous pours ii ivie* vos etudes, elles 

pursued 

vous conduiraient loin; car vous ne 

would conduct far 

manque* ni de me mo ire ni de jugement. 

lack memory judgment 

Tons apprendrie* facilement et vous 

would learn easily 

trouverie* bien vite 1’occasion d’utiliser 

would find quickly # to profit by 

votre savoir et vos talents. Alors vous 

knowledge Then 

adoucirie* la position de votre p&re, qui 

might alleviate which 

n’cst pas heureuse. Vous souvenez-vous 

happy Do you remember 

qu’un jour, a notre pension, le mail re 


* We now cease to refer to the notes given in the early lessons as a 
guide to the manner of studying them, practice having most likely by this 
time rendered any further aid of that kind unnecessary. We would, how¬ 
ever, improve this opportunity to recommend once more a close observance 
of the plan laid down, especially to those who would make rapid progress. 





TWENTY-FIRST LESSON. 159 

promit tine semaine dc con^e d cclni qui 

promised week holiday 

jferait le meillcur th£me et la meilleure 

would make exercise 

version ? » 

translation 


THE SAME IN GOOD ENGLISH. 

“ If you pursued your studies, they would advance you in the 
world ; for you want neither memory nor judgment. You would 
learn easily, and would soon find an opportunity of profiting by 
your learning and talents. You might then alleviate your fa¬ 
ther’s position, which is not a happy one. Do you remember that 
one day, at your school, the master promised a week’s holiday to 
him who should make the best exercise and translation ? ” 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


Quelle est cette leqon ? 

Qu’arriverait-il si Alexis poursui- 
vait ses etudes ? 

A quelle condition Alexis pou- 
vait-il aller loin ? 

Qu’est-ce qui pouvait le conduire 
loin ? 

De quoi ne manquait-il pas ? 

Comment apprendrait-il ? 

Pourquoi apprendrait-il facile- 
ment ? 

Que faut-il avoir pour apprendre 
facilement ? 

Quelle occasion Alexis trouve- 
rait-il bien vite? 

Qu’adoucirait-il alors l 

Comment etait la position de son 
pere ? 


C’est la vingt et uni&me. 

Elies le conduiraient loin. 

A condition qu’il poursuivit ses 
etudes. 

Ses etudes. 

De memoire ni de jugement. 

Facilement 

Parce qu’il ne manquait ni de 
memoire ni de jugement. 

De la memoire et du jugement. 

L’occasion d’utiliser son savoir et 
ses talents. 

La position de son p6re. 

Elle n’etait pas heureuse. 





160 


TWENTY-FIRST LESSON. 


Quail d le maitre promit-il une 
semaine de conge ? 

Qu’est-ce que le maitre promit 
un jour ? 

Ou promit-il cela ? 

A qui promit-il cela? 


Un jour. 

Une semaine de conge. 

A leur pension. 

A celui qui ferait le meilieur 
theme et la meilleure version. 


SENTENCES FOR ORAL TRANSLATION. 


TO BE TURNED INTO ENGLISH. 

D’oii venez-vous, mon cher ami ? 

J-arrive de Paris. 

Avez-vous fait un bon voyage ? 
Excellent. Les communications 
sont si faciles et si rapides au- 
^jourd’hui. 

Comment va monsieur votre 
. p6re ? 

II ne va pas tr&s-bien. 

Yraiment! Qu’est-ce qu’il a 
done ? 

II a bien des infirmites. 

II est bien vieux, n’est-ce pas ? 

11 a quatre-vingts ans. 

Que fait votre frere ? 

II est dans le commerce. 

Est-il toujours aussi etourdi ? 

Hon, il est un peu plus raisonna- 
ble. 

Passerez-vous quelques jours avec 
nous ? 

Oui, j’ai un conge de huit jours. 

Que je suis heureux de vous voir! 
Croyez que je suis bien heureux 
moi-meme. 

II y a bien longtemps que je vous 
attends. 


TO BE TURNED INTO FRENCH. 

Where do you come from, my 
dear friend ? 

I am just arrived from Paris. 

Have you had a good journey ? 

Excellent. The communication 
is so easy and rapid now. 

How is your father ? 

He is not very well. 

Indeed! What is the matter with 
him? 

He has many infirmities. 

He is very old, is he not ? 

He is eighty years old. 

What does your brother do ? 

He is in trade. 

Is he still the same madcap that 
he was ? 

Ho, he is somewhat more reason¬ 
able. 

Shall you spend a few days with 
us ? 

Yes, I have leave of absence for 
a week. 

How happy I am to see you! 

Believe me, I am very happy too. 

I have been expecting you a very 
long time. 






TWENTY-FIRST LESSON. 


Eli bien! comment utiliserons- 
nous notre temps ? 

D’abord, nous irons voir toutes 
les curiosites. 

On dit qu’il y en a beaucoup k 
voir. 

Oh ! je vous en reponds. 

Mais, j’oubliais de vous demander 
si vous voulez prendre quelque 
chose. 

Non, je vous suis bien oblige. 

Vous ne voulez pas gouter de mon 
vin avec quelques gateaux ? 

Plus tard, si vous le voulez bien. 

II me serait impossible de boire 
ou de manger k present. 

Je pense que vous ne feriez pas 
de ceremonies avec moi. 

Non, vraiment. 


161 

Well, how shall we make the best 
of our time ? 

We shall first go and see all the 
curiosities. 

They say there are many things 
to be seen. 

Yes, I warrant you. 

But, I forgot to ask you whether 
you would take any thing. 

No, I am much obliged to you. 

Won’t you taste some of my wine, 
with a few cakes ? 

By and hy, if you please. 

It would be impossible for me to 
eat or drink at present. 

I think' you would, not stand on 
ceremonies with me. 

No, indeed. 

V 


SECOND DIVISION.—THEORETIC AL PART. 

Vingt et unieme, twenty-first, comes from vingt et un, 
twenty-one. 

187. The adjective first, when it is not preceded by another 
number, is translated by premier, for the masculine, and by 
premiere, for the feminine, as has been seen in the first lesson ; 
but when preceded by vingt , twenty; trente, thirty ; quurante, 
forty; cinquante, fifty; soixante, sixty; quatre-vmgt, eighty; cent, 
hundred; and mille, thousand, it is rendered by unieme. 

Si vous poursuiviez vos etudes , 
if you pursued your studies. 

The verb poursuiviez , here, is in the imperfect tense, and may 
be literally rendered thus: “If you pursued your studies but 




162 


TWENTY-FIRST LESSON. 


the sense being conditional, it would also be correct in English to 
make use of the conditional mood, and to say, 11 If you should 
pursue your studies whereas, in French, the use of the con¬ 
ditional mood in this case would be improper. 

188. When the conjunction si corresponds to the English 
word if, and signifies supposing that , the verb that follows the 
conjunction is used in the present tense of the indicative with 
the correlative verb of the phrase in the future; or the conjunc¬ 
tion is followed by the imperfect tense, with the second verb in 
the conditional mood, as in these examples : “ Si vous me parlez, 
je vous repondrai, if you speak to me, I shall answer you; 
Si vous me parliez, je vous repondrais, if you should speak 
to me, I should answer you.” 

But when si corresponds to the English conjunction whether , 
and expresses doubt, it* may be followed by the conditional mood 
or the future tense, according to the sense of the sentence. 
Ex. II fie savait pas si vous poursuivriez vos etudes , he knew 
not whether you would pursue your studies. 

Conduiraiext is the third person plural of the conditional 
mood of conduire , to lead, to conduct, —one of the most neces¬ 
sary irregular verbs in French. 

Conjugation of the Irregular \ erb' Conduire, 

TO CONDUCT. 

INFINITIVE MOOD. 

Conduire , to conduct. 

Present Participle. Past Participle. 

Conduisant , conducting. Conduit , conducted. 

INDICATIVE MOOD. 

Present Tense. 

Je conduis, I conduct, am conducting, or do conduct. 
Tu conduit , thou conductest, art conducting, or dost conduct. 
H conduit , he conducts, is conducting, or does conduct, 
Nous conduisons, we conduct, are conducting, or do conduct. 

Vous conduisez , you conduct, are conducting, or do conduct. 
Ils conduisent , they conduct, are conducting, or do conduct. 


TWENTY-FIRST LESSON. 


163 


Je conduisais , 

Tu conduisais, 
ll conduisait, 
Nous conditions, 
Vous conduisiez, 
Ils conduisaient, 


Je conduisis, 

Tu conduisis, 

II conduisit, 

Nous conduisimes, 
Vous conduisites, 
Ils conduisirent, 


Je conduirai, 

Tu conduiras, 

II conduira, 
Nous conduirons, 
Vous conduirez, 
Ils conduiron t, 


Imperfect. 

I conducted, 
thou eonductedst, 
lie conducted, 
we conducted, 
you conducted, 
they conducted, 


or was conducting, 
or wast conducting, 
or was conducting, 
or were conducting, 
or were conducting, 
or were conducting. 


Past Texse Definite. 


I conducted, 
thou eonductedst, 
he conducted, 
we conducted, 
you conducted, 
they conducted. 


or did conduct, 
or didst conduct, 
or did conduct, 
or did conduct, 
or did conduct, 
or did conduct. 


Future. 


I shall conduct, 
thou shalt conduct, 
he shall conduct, 
we shall conduct, 
you shall conduct, 
they shall conduct, 


or will conduct, 
or wilt conduct, 
or will conduct 
or will conduct, 
or will conduct 
or will conduct. 


CONDITIONAL MOOD. 


Je conduirais, 

Tu conduirais, 

II conduirait, 
Nous conduirions, 
Vous conduiriez, 
Ils conduiraient, 


I should conduct, 
thou shouldst conduct, 
he should conduct, 
we should conduct, 
you should conduct, 
they should conduct, 


or would conduct, 
or wouldst conduct, 
or would conduct, 
or would conducts 
or would conduct, 
or would conduct. 


IMPERATIVE MOOD. 


Conduis , 

Conduisons, 

Conduisez, 


conduct (thou), 
let us conduct, 
conduct (you). 


164 . 


TWENTY-FIRST LESSON. 


SUBJUNCTIVE MOOD. 


Present Tense. 


Que je conduise, 

Que tu conduises, 
Qu'il conduise, 

Que nous conduisions, 
Que vous conduisiez, 
Qu'ils conduisent, 


that I may conduct, 
that thou mayst conduct, 
that he may conduct, 
that we may conduct, 
that you may conduct, 
that they may conduct. 


Subjunctive Past. 


Que je conduisisse , 

Que tu conduisisses , 
Qu’il conduisit, 

Que nous conduisissions, 
Que v'ous conduisissiez, 
Qu'ils conduisissent , 


that I might conduct, 
that thou mightst conduct, 
that he might conduct, 
that we might conduct, 
that you might conduct, 
that they might conduct. 


189. Thus are conjugated all verbs ending with uire ; as, 
cuire, to cook ; detruire, to destroy ; traduire, to translate ; con- 
struire, to construct; instruire, to instruct; introduire, to intro¬ 
duce ; produire, to produce; reduire, to reduce, etc. 

Vous ne manquez ni de memoire ni de jugement. 

190. The conjunction ni “corresponds to the two words 
neither and nor, or to either and or, with not ; as, You do not 
want either memory or judgment. The negative words, pas 
and point, must not be employed when the conjunction ni is 
repeated in a phrase. 

TJtiliser, to utilize. 

191. The termination iser is common to many verbs, about 
eighty of which terminate in English in ize or ise, without any 
other difference in their spelling ; as, Scandahser, to scandalize; 
naturaliser, to naturalize; fertiliser, to fertilize; familiariser, 
to familiarize; reviser, to revise, etc. 


Votre savoir, your knowledge. 

192. The infinitive mood of verbs is sometimes used sub¬ 
stantively in French. In this case, it has to be preceded by a 


TWENTY-FIRST LESSON. 


165 


determinative word, like any other noun. We say, Le boire , 
le manger , le savoir , for, Drinking,- eating, knowledge, etc. 

Theme , theme, exercise, is masculine by exception. 

Manquer , to lack; trouver , to find; and utiliser , to utilize, 
are regular verbs of the first conjugation : adoucir , to soften, is 
of the second. Apprendre , to learn, and se souvenir , to remem¬ 
ber, have already been seen. Poursuiviez , from poursuivre , 
to pursue; and,^?rom^, from promettre , to promise, are irregular 
verbs, which will be explained later. 


EXERCISES, 


TO BE TRANSLATED INTO FRENCH. 


16. I should translate. 

17. He should translate. 

18. We should translate. 

19. You should translate. 

20. They should translate. 

21. I have translated. 

22. He has translated. 

23. We have translated. 

24. You have translated. 

25. They have translated. 

26. I had translated. 

27. Translate. 

28. Let us translate. 

29. Translating. 

30. To translate. 


1. I translate, 189. 

2. He translates. 

3. 4 We translate. 

4. You translate. 

5. They translate. 

6. I translated. 

7. He translated. 

8. We translated. 

9. You translated. 

10. They translated. 

11. I shall translate. 

12. He shall translate. 

13. We shall translate. 

14. You shall translate. 

15. They shall translate. 


31. Why have you not cooked this fish ? 189.—32. Have 
you not heard our question ?—33. They would answer, if they 
heard you, 188.—34. Would you understand her, if she spoke 
fast? 188.-35. Should you like this trade?—36. Your talent 
will immortalize you, 191.—37. Our hopes will be realized, 191. 
—38. Your occupations will make you forget eating and drink¬ 
ing, 192.—39. We had neither friends nor acquaintances, 190.— 
40. They had neither bread nor money, 190.—41. Who instructs 
you ?—42. Whom do you instruct? 140.—43. Introduce me. 



1 GO 


TWENTY-SECOND LESSON. 


TWENTY-SECOND LESSON. 

FIRST DIVISION.-PRACTICAL PART. 

TEXT. 

LITERAL TRANSLATION. 

Vlngt-deuxi^ine lecon. 
u Toms etiez, je cross, le moins avance 

were believe least advanced 

de la cBasse. Vous langttissiez dans l’oftis- 

class languished ob- 

curite. Jamais rows n’avies obteirn le 

scurity had obtained 

mo i sad re prix. Cependant, stimule par 

least prize However stimulated 

une si charmante perspective, vous files 

charming prospect did 

des prodiges. Tons travai Hates avec sine 

prodigies worked 

ardetsr telle que vows vows rendites ma- 

ardor such rendered 

lade. Vous Unites voire taclie a vasal lows 

ill finished task 

vos rivaux, et vous fates vainqueur. Voila 

rivals were victorious 

ce que vous elites le courage d’accomplir $ 

had courage accomplish 

el ce courage, vous 1’aurex toutes les fois 

will have 

que vous le voudrex.” 


TWENTY-SECOND LESSON. 


in t 


THE SAME IN GOOD ENGLISH. 

“ You were, I think, the most backward in the class. You were 
lost in obscurity. You had never gained the least prize. How¬ 
ever, stimulated by such a charming prospect, you did wonders. 
You worked with such ardor that you made yourself ill. You 
completed your task before all your rivals, and were victorious. 
This you had the courage to perform ; and that courage you will 
have whenever you please.” 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


Quelle est cette le^on ? 

Alexis etait-il avance ? 

Etait-il remarque ? 

Qu’est-ce qu’il n’avait jamais ob- 
tenu t 

Par quoi fut-il stimule cepen- 
dant ? 

Quelle charmante perspective ? 

Que fit Alexis, stimule par cette 
perspective ? 

Comment travailla-t-il ? 

Travailla-t-il avec beaucoup d’ar- 
deur ? 

Que finit-il avant tous ses rivaux ? 

Quand finit-il sa t&che? 

Quel fut le resultat de ses efforts ? 

Qui est-ce qui fut vanqueur ? 

Que dit l’ctudiant, apres avoir 
parle de cette circonstance ? 


C’est la vingt-deuxi&me. 

II etait le moins avance de la 
classe. 

Non, il languissait dans l’obscu- 
rite. 

! II n’avait. jamais obtenu le moin- 

j dre prix. 

| Par une si charmante perspective. 

I Celle d’une semaine do conge. 

II fit des prodiges. 

II travailla avec ardeur. 

II travailla avec une ardeur telle 
qu’il se rendit malade. 

Sa t&che. 

Avant tous ses rivaux. 

II fut vainqueur. 

Alexis. 

Voilci ce que vous efttes le cou¬ 
rage d’accomplir; et ce cou¬ 
rage vous l’aurez toutes les 
fois que vous le voudrez. 





168 


TWENTY-SECOND LESSON. 


SENTENCES FOR 

TO BE TURNED INTO ENGLISH. 
Que ferons-nous aujourd’hui ? 

Tout ce que vous voudrez. 
Voulez-vous faire uue prome¬ 
nade ? 

Oui, vraiment. 

Ou irons-nous? 

A lions aussi loin que possible. 

Eh bien, alors, nous irons au vil¬ 
lage ou demeure notre ami. 
Savez-vous ou c’est ? 

Pas tres-bien, mais nous deman- 
derons. 

Je crois que ce sera trop loin pour 
moi. 

Non, non, vous pouvez aller 
beaucoup plus loin. 

Yous savez que je suis encore un 
peu malade. 

La promenade vous fera du bien. 
Oroyez-vous ? 

Pen suis shr. 

Notre ami ne sera pas faclie de 
nous voir. 

Je vous reponds qu’il sera bien 
joyeux. 

Mais, s’il n’etait pas chez lui ? 

II y sera, soyez-en bien sftr. 

II n’est heureux que dans son jar- 
din. 

Sommes-nous encore bien loin du 
village ? 

Non, nous arriverons avant dix 
minutes. 

Vous voyez bien ces saules de- 
vant une petite maison ? 

Oui, tres-bien. 

O’est \k qu’il demeure. 


ORAL TRANSLATION. 

TO BE TURNED INTO FRENCH. 

What shall we do to-day ? 
Whatever you please. 

Will you take a walk? 

To be sure, I will. 

Where shall we go ? 

Let us go as far as possible. 

Well, then, we will go to that vil¬ 
lage where our friend lives. 

Do you know where it is ? 

Not very well, but we shall in¬ 
quire. 

I believe it will be too far for me. 

No, no, you can go much farther. 

You know I am still rather un¬ 
well. 

Walking will do you good. 

Do you believe it will ? 

I am sure of it. 

Our friend will not be sorry to 

see us. 

I warrant you he will be very 
glad. 

But, if he should not be at home ? 
He will be at home, depend upon 
it. 

He is never happy but when he 
is in his garden. 

Are we still very far from the vil¬ 
lage ? 

No, we shall be there in less than 
ten minutes. 

Do you see those willows before 
a small house ? 

Yes, perfectly well. 

There he lives. 









TWENTY-SECOND LESSON. 


169 


SECOND DIVISION. —THEORETICAL PAET. 

Vingt-deuxieme, twenty-second, comes from viugt-deux ? 
twenty-two. > 

Je crois is the first person singular of the present tense of 
the indicative mood of croire, to believfe, one of the most neces¬ 
sary irregular verbs in French. 

Conjugation of the Irregular Yerb Croire, to believe. 

INFINITIVE MOOD. 

Croire , to believe. 

Present Participle. Past Participle. 

Croyant, believing. Cru, believed. 

INDICATIVE MOOD. 

Present Tense. 

Je crois, I believe, am believing, or do believe. 

Tu crois, thou believest, art believing, or dost believe. 

II croif, he believes, is believing, or does believe. 

Nous croyons, we believe, are believing, or do believe. 

Vous croyez, you believe, are believing, or do believe. 

Ils croient, they believe, are believing, or do believe. 


Imperfect. 


Je croyais, 

I believed, 

or was believing. 

Tu croyais, 

thou believedst, 

or wast believing. 

II croya.it, 

he believed, 

or was believing. 

Nous croyions, 

we believed, 

or were believing. 

Vous croyiez, 

you believed, 

or were believing. 

Ils croyaient, 

they believed, 

or were believing. 


Past Tense Definite. 

Je crus, 

I believed, 

or did believe. 

Tu crus, 

thou believedst, or didst believe. 

II crut, 

he believed, 

or did believe. 

Nous crum.es, 

we believed, 

or did believe. 

Vous crtites, 

you believed, 

or did believe. 

Ils crurent, 

they believed, 

or did believe. 


8 


no 


TWENTY-SECOND LESSON. 


Je croirai , 

Tu croiras , 

II croirci. 
Nous croirons , 
Ferns croirez, 
Ils croiront , 


Future. 

I shall believe, 
thou slialt believe, 
he shall believe, 
we shall believe, 
you shall believe, 
they shall believe, 


or will believe, 
or wilt believe, 
or will believe, 
or will believe, 
or will believe, 
or will believe. 


CONDITIONAL MOOD. 


Je croirais , 

Tu croirais , 

II croirait , 
Nous croirions , 
Vous croiriez , 
77s croiraient , 


I should believe, 
thou shouldst believe, 
he should believe, 
we should believe, 
you should believe, 
they should believe, 


or would believe, 
or wouldst believe, 
or would believe, 
or would believe, 
or would believe, 
or would believe. 


IMPERATIVE MOOD. x 


Crois , believe (thou), 
Croyons , let us believe. 
Croyez , believe (you). 


SUBJUNCTIVE MOOD. 


Present Tense. 


Que je croie , 

Que tu croies , 
Qu’il croie , 

wows croyons , 
croyez , 

Qu'ils croient , 


that I may believe, 
that thou mayst believe, 
that he may believe, 
that we may believe, 
that you may believe, 
that they may believe. 


Subjunctive Past. 


Que je crusse , 
tu crusses , 

wows missions , 
^ows crussiez , 
Qu'ils crassent, 


that I might believe, 
that thou mightst believe, 
that he might believe, 
that we might believe, 
that you might believe, 
that they might believe. 


TWENTY-SECOND LESSON. 


171 


Une si charmante perspective , so charming a prospect. 

193. In English, after the adverbs so , as, too, and Aow, the 
word a is placed between the next adjective and substantive. 
In French, the first three of these adverbs, rendered by si, aussi, 
and toojo, are preceded by aw, une. As for the place of the 
adjective, it is often optional: we may say, “ line perspective si 
charmante ,” as well as, “ Une si charmante perspective “ Une 
perspective trop charmante or “ Une trop charmante perspective .” 

194. The adverb How—in French, comment or combien — 
cannot be joined to aw, and requires a different construction or 
a different expression; as, “How charming^a prospect! Quelle 
charmante perspective!” or, “ Que cette perspective est charmante /” 


Et ce courage , voas Fawreg, 
and this courage, you will have it. 

195. The regular construction would be, Et vous aurez ce 
courage ,—the pronoun le would be useless, and even im¬ 
proper. 

But in inversive phrases, in which the regimen precedes the 
verb, this regimen must be repeated in the form of a pronoun, 
which is generally le, la, or les, according to the sense; as, 
“ Ce qa'il dit , je le ferai, what he says, I will perform ; Cette 
personne, je la connais , that person I know; Ces prodiges , nous 
les avons vus , those prodigies we have seen.” 


Vous etiez , you were; vous aviez, you had. 

196. All French verbs, regular and irregular, end in the 
imperfect tense with ais, ais, ait, ions, iez, and aient, as 
in the following examples : 


1st Conjugation. 
Je parlais, 

Tu parlais, 

II parlait, 
Nous parliuns , 
Vous parliez , 

I Is parlaient. 


2d Conjugation. 
Je finissais , 

Tu finissais , 

II finis suit, 
Nous finissioris , 
Vous finissiez, 
Us finissaient , 


3d Conjugation. 
Je rend ais, 

Tu rend ais, 

II rendait, 
Nous rendions, 
Vous rendiez, 
Us rendaient, 


172 


TWENTY-SECOND LESSON. 


197. The imperfect tense is generally formed from the present 
participle, by changing ant into ais.— Ex. Etant, being; fetais, 
I was; prenant, taking; je prenais, I took. 

198. The most important exceptions to this rule are : Ay ant, 
having; favais, I had; and sachant, knowing; je savais, I knew. 

Vous Vaurez, you will have it. 

199. All French verbs, regular and irregular, end in the 
future tense with rai, ras, ra, rons, rez, ront ; and in the 


conditional with rais, 

rais, rait, rions, 

riez, raient. 

1st Conjugation. 

2d Conjugation. 

8d Conjugation. 

Future. 

Future. 

Future. 

Je parlerai, 

Je finirai , 

Je rendrai , 

TV parleras, 

TV jiniras , 

TV rendras, 

II parlera, 

/Z finira , 

II rendra,, 

Nous parlerons , 

Nous Jinirons , 

Nous rendrons, 

Fows parlerez , 

Ferns finirez, 

Vous rendrez, 

parleront. 

Ils jiniront. 

Ils rendront. 

Conditional. 

Conditional. 

Conditional. 

Je parlerais , • 

Je finira,is, 

Je rendrais, 

Tu parlerais , 

Tu finirais, 

Tu rendrais, 

/Z parlerait , 

II finirait, 

II rendrait, 

Nous parlerions , 

Nous finirions, 

Nous rend rions, 

Foms parleriez , 

Vous finiriez, 

Vous rendriez, 

/Zs parleraient. 

Ils finiraient. 

Ils rendraient. 


200. The future tense and conditional mood are formed by 
adding the terminations ai and ais to that of the infinitive mood, 
the final e being suppressed in the verbs in re. —Ex. Amuser, 
to amuse; j'amuserai, I shall amuse; j'amuserais, I should 
amuse: sentir , to feel; je senlirai , I shall feel; je sentirais, I 
should feel: prendre , to take; je prendrai, I shall take; je 
rjrendrais , I should take. 

The exceptions to this rule will be found explained in the 
irregular verbs. 

Prodige, prodigy, and courage, courage, are masculine by 
exception. 


TWENTY-SECOND LESSON. 


173 


jivancer, to advance; stimuler , to stimulate; and iravailler . 
to work, are regular verbs of the first conjugation: languir , to 
languish; and accomplir, to accomplish, are of the second. 
Obtenu , from obtenir , to obtain, is a derivative of tenir, to hold 
which is conjugated like venir , to come. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. I worked, 196. 

2 . He worked. 

3. We worked. 

4. You worked. 

5 . They worked. 

6 . I shall work, 199. 

7. He shall work. 

8 . We shall work. 

9 . You shall work. 

10 . They shall work. 

11. I should work, 199. 

12 . He should work. 

13. We should work. 

14. You should work. 

15. They should work. 


16. I languished, 196. 

17. He languished. 

18. We languished. • 

19. You languished. 

20 . They languished. 

21. I shall languish, 199. 

22 . He shall languish. 

23. We shall languish. 

24. You shall languish. 

25. They shall languish. 

26. I should languish, 199. 

27. He should languish. 

28. We should languish. 

29. You should languish. 

30. They should languish. 


31. Your brother is less ambitious than you.—32. To whom 
did you sell your horse ?—33. That young man was the least at¬ 
tentive.— 34 . You were finishing your exercise when he arrived, 

_ 35 . Were you not filling your baskets with provisions ? 110 . 

36. Why did you not answer him ?—37. You followed your 
♦friend’s example.—38. Where will you find a good, friend?— 
39 . A long story makes us yawn, 121.—40. We will not tell 
what we have heard, 99.—41. We shall never forget what you 
have told us, 99.-42. He will not accept the prize which he 
has obtained.— 43 . Let us advance.—44. We will work.— 
45 . We will accomplish.—46. He was working.—47. Advance, 
if you can. 



171 


TWENTY-THIRD LESSON. 


TWENTY-THIRD LESSON. 

FIRST DIVISION.-PRACTICAL PART. 

J 

TEXT. 

LITERAL TRANSLATION . 


Vingt-troisi&ine le^on. 
u Je me di§ pas qu’il soil necessaire qae 

say be necessary 

vou§ tous rendiez malade, qae ions 

render (subj.) 

passiez dcs mails a ecrire, on qtte vows 

pass (subj.) nights to write 

jannissiez stir des livres. Je voudrais seule- 

grow yellow (subj.) books would 

silent qate vows perdissiez moins de temps, 

lost (subj.) , 

qsie vo«s sentissiez ce dosit vous etes ca- 

felt (subj.) of which are ca¬ 

pable, et qne voiis eussiez de 1’ambition. 55 

pable had (subj.) ambition. 

Alexis reconnut peiit-etre la justessc de 

acknowledged perhaps justness 

ces observations; mais 11 n’aisBiait pas les 

observations liked 

reinontrances, et il repondit brnsqnement 

remonstrances abruptly 

A ce sage conseiller : 66 Je voudrais, moi, 

wise counsellor 





TWENTY-TilIRD LESSON. 


175 


que vou§ fussiez moins §erie«x, on, siisosi, 

were (subj.) serious if not 

que vows me iaissassiez tranquil le.” 

left (subj.)' quiet 


THE SAME IN GOOD ENGLISH. 

«I do not say that it is necessary you should make yourself 
ill, sit up for whole nights writing, or pore over books till you 
turn yellow. I only wish you would lose less time, and that you 
could feel what you are capable of, and that you had some am¬ 
bition.” 

Alexis probably felt the justness of these observations, but he 
disliked remonstrances, and abruptly replied to his sage adviser : 
“ I wish you would be less serious, or else that you would let me 
alone.” 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


Quelle est cette le<;on ? 

L’etudiant voulait-il qu’Alexis se 
ren-dit malade ? , 

A quoi ne voulait-il pas qu’il pas- 
s&t des nuits ? 

Sur quoi ne voulait-il pas qu’il 
jaunit ? 

Qu’est-ce qui n’etait pas neces- 
saire ? 

L’etudiant voulait-il qu’Alexis 
perdit son temps? 

Que voulait-il qu’il sentit ? 

Que voulait-il- qu’il eut? 

Qu’est-ce qu’Alexis reconnut 
peut-&tre ? 

Que n’aimait-il pas ? 

A qui repondit-il brusquement ? 


O’est la vingt-troisieme. 

Non, il ne disait pas que cela flit 
necessaire. 

A ecrire. 

Sur des livres. 

Qu’Alexis se rendit malade, qu’il 
pass&t des nuits a ecrire, ou 
qu’il jaunit sur des livres. 

Non, il voulait qu’il perdit moins 
de temps. 

Il voulait qu’il sentit ce dont il 
etait capable. 

Il voulait qu’il eftt de l’ambition. 

La justesse de ces observations. 

Il n’aimait pas les reraontrances. 

A ce sage conseiller 








176 


TWENTY-THIRD LESSON. 


Comment repondit-il k ce sage 
conseiller ? 

Que repondit-il ? 


Ponrquoi repondit-il si brusque- 
ment et si s^chement ? 


II Ini repondit brusque men t. 

“ Je voudrais, moi, que vous fus- 
siez moins serieux, ou, sinon, 
que vous me laissassiez tran- 
quille.” 

Parce qu’il n’aimait pas les re¬ 
montrances. 


SENTENCES EOR ORAL TRANSLATION. 


TO BE TURNED INTO ENGLISH. 

Pardon, monsieur, si je vous ar- 
r&te. N’6tes-vous pas M. De- 
latour ? 

Oui, monsieur. 

Vous ne me reconnaissez pas ? 

Mais, non, monsieur. 

Vous ne vous souvenez pas du 
petit Jacques, l’ami de votre 
fils? 

Quoi! c’est vous ? 

Oui, vraiment. 

Comme vous voila grand ! 

Savez-vous qu’il y a bien long- 
temps que nous ne nous som- 
mes rencontres ? 

Oui; vous etiez alors un enfant. 

J’espere que mon ami va bien. 

Tres-bien. II sera charme de 
vous voir. 

Demeure-t-il toujours avec vous ? 

Oui, toujours; mais il n’est pas 
souvent a la maison. 

Que fait-il ? 

11 est dans le commerce. 

Travaille-t-il beaucoup ? 

Oui, toute la journee. 


TO BE TURNED INTO FRENCH. 

I beg pardon, sir, for stopping 
you. Are you not Mr. Dela- 
tour ? 

Yes, sir. 

You don’t remember me? 

Why, no, sir. 

You do not remember little 
James, your son’s friend? 

What! is it you? 

Yes, indeed. 

Why, you are quite a man! 

Do you know it is very long since 
we met ? 

Yes ; you were quite a boy then. 

I hope my friend is well. 

Very well. He will be delighted 
to see you. 

Does he still live with you ? 

Yes, he does; but he is not often 
at home. 

What does he do? 

lie is in trade. 

Does he work much? 

Yes, all day long. 


/ 






TWENTY-THIRD LESSON. 


Je vouclrais cependant bien le 
voir. 

II faut venir de tr6s-bonne heure. 
A quelle heure le trouverai-je? 

Yenez k sept heures du matin. 

C’est que je suis bien paresseux. 
Eh bien, il passera chez vous. 

Cela me ferait grand plaisir. 

Ou demeurez-vous ? 

Sur le quai, tout prds du pont. 

Je le lui dirai. 

Au plaisir de vous revoir. 


177 

I should very much like to see 
him, however. 

You must come very early. 

At what o’clock shall I find 
him? 

Come at seven o’clock in the 
morning. 

The fact is, I am very lazy. 

Well, he shall call upon you. 

It would do me great pleasure. 

Where do you live ? 

On the quay, close to the bridge 

I will tell him. 

Good-bye. 


SECOND DIVISION.—THEORETICAL PART. 


Vingt-troisiI:me, twenty-third, comes from vingt-trois, twenty- 
three. 

Ecrire, to write, is one of the most important irregular verbs 
in French. 


Conjugation of the Irregular Verb Ecrire, to write. 

INFINITIVE MOOD. 

Ecrire , to write. 

Present Participle. Past Participle. 

Ecrivant , writing. Ecrit, written. 


Pecris, 

Tu ecris , 

II ecrit , 

Nous ecrivons , we write, 
Vous ecrivez , you write, 

Ils ecrivent , they write, 

8 * 


INDICATIVE MOOD. 

Present Tense. 

I write, am writing, or do write, 
thou writest, art writing, or dost write, 
he writes, 


is writing, or does write, 
are writing, or do write, 
are writing, or do write, 
are writing, or do write. 







1TB 


TWENTY-THIRD LESSON. 


J'ecrivais , 

Tu ecrivais , 

II ecrivciit, 
Nous ecrivions , 
Fbws ecriviez , 
J7s ecrivaient , 


Imperfect. 

I wrote, 
thou wrotest, 
he wrote, 
we wrote, 
you wrote, 
they wrote, 


or was writing, 
or wast writing, 
or was writing, 
or were writing, 
or were writing, 
or were writing. 


Definite. 


J'ecrivis , 

Tu ecrivis, 

II ecrivit ,, 

Nous ecrivimes , 
Fows ecrivites , 
i7s ecrivirent , 


Past Tense 

I wrote, 
thou wrotest, 
he wrote, 
we wrote, 
you wrote, 
they wrote, 


or did write, 
or didst write, 
or did write, 
or did write, 
or did write, 
or did write. 


J'ecrirai , 

Tu ecriras , 

II ecrira , 
Nous ecrirons, 
Vous ecrirez , 
TZs ecriront , 


Future. 

I shall write, 
thou shalt write, 
he shall write, 
we shall write, 
you shall write, 
they shall write, 


or will write, 
or wilt write, 
or will write, 
or will write, 
or will write, 
or will write. 


CONDITIONAL MOOD. 


J'ecrirais , 

Tu ecrirais , 

II ecrirait , 
iVows ecririons , 
Fows ecririez , 
7/5 ecriraient , 


I should write, 
thou shouldst write, 
he should write, 
we should write, 
you should write, 
they should write, 


or would write, 
or wouldst write, 
or would write, 
or would write, 
or would write, 
or would write. 


» 


IMPEPvATIVE MOOD 

Ecris , write (thou). 

J^crivons , let us write. 
Ecrivez , write (you). 




TWENTY-THIRD LESSON. 


179 


SUBJUNCTIVE MOOD. 


Present Tense. 


Que fecrive , 

Que tu ecrives, 
Quit ecrive , 

Que nous ecrivions , 
Que vous ecriviez , 
Qu'ils ecrivent , 


that I may write, 
that thou mayst write, 
that he may write, 
that we may write, 
that you may write, 
that they may write. 


Subjunctive Past. 


Que fecrivisse , 

Que tu ecrivisses , 
Qu'il ecrivit, 

Que nous ecrivissions , 
Que vous ecrivissiez, 
Qu’ils ecrivissent , 


that I might write, 
that thou mightst write, 
that he might write, 
that we might write, 
that you might write, 
that they might write. 


201. Thus are conjugated decrire , to describe; inscrire , to 
inscribe; prescrire , to prescribe ; proscrire , to proscribe; sou- 
scrire, to subscribe; transcrire , to transcribe, etc. 

Ce dont vous etes capable , what you are capable of. 

Literally, “ that of which you are capable.” Ce que vous 
etes capable de, would not be correct. 

202. The inversive construction, so frequent in English, by 
which the preposition governing a relative pronoun is thrown to 
the end of a phrase, never takes place in French. 

203. Dont is generally used instead of de quoi, after ce. 

Peut-^tre, perhaps , is an adverb formed of the two words 

pent and etre , exactly as may be , in English. 

Justesse is one of the derivatives oi juste, already seen. 

204. The termination esse is added to about 40 adjectives, 
to form them into substantives; as, Justesse , from juste , just; 
delicatesse, delicacy, from delicat , delicate; faiblesse , weakness, 
from faible , weak; hardiesse, boldness, from hardi , bold. It de¬ 
notes the abstract of that which is expressed by the radical. 

Que vous rendiez. Que vous passiez. Que vous jaunissiez. 

205. All French verbs, regular and irregular, end in the 
present of the subjunctive with e, es, e, ions, i@z, ent. 


180 


TWENTY-THIRD LESSON. 


1st Conjugation. 
Subjunctive Present. 
Que je parle, 

Que tu paries, 
Qu'il parle, 

Que nous parlions, 
Que vous parliez, 
Qu'ils parlent. 


2d Conjugation. 
Subjunctive Present. 
Que je finisse, 

Que tu finisses, 
$wh7 finisse, 

$we wows finissions, 
$we vows finissiez, 
Qu'ils finissent. 


3d Conjugation. 
Subjunctive Present. 
$we rende, 

Que tu rendes, 
$wh7 rende, 

Que nous rendions, 
Que vous rendiez, 
Qu'ils rendent. 


206. The subjunctive present is generally formed from the 
present participle by changing ant. into e.—Ex. Conduisant , 
conducting; gwe ye conduise , that I may conduct; ecrivant, 
writing; gwe j'ecrive , that I may write, etc. 

The exceptions to this rule will be found explained among the 
irregular verbs. 


$we vows perdissiez. Que vous sentissiez. Que vous laissussiez. 
207. The subjunctive past always ends with 


asse, asses, 
isse, isses, 
or, usse, usses, 


at, 

assions, 

assiez, 

assent; 

it, 

issions, 

issiez, 

issent; 

ut, 

ussions, 

ussiez, 

ussent. 


1st Conjugation. 

Subjunctive Past. 

Que je parlasse, 

Que tu parlasses , 
#wh7 parlat, 

$we wows parlassions , 
$ we vows parlassiez, 
Qu'ils parlassent. 


2d Conjugation. 
Subjunctive Past. 

$we ye finisse, 

$we tu finisses, 
$w’«7 finit, 

Que nous finissions, 
<2 we vows finissiez, 
Qu'ils finissent. 


Subjunctive Past of 
etre, to be. 

$we ye fusse, 

Que tu fusses, 
Qu'il fij,t, 

Que nous fussions, 
Que vous fussiez, 
Qu'ils fus sent. 


208. The subjunctive past is formed from the past tens6 
definite by changing for the verbs in er, ai into asse. and 
by adding se to the ending is or us for the others.—Ex. Je 
laissai, I did leave; que je laissasse , that I might leave; je 
sentis , I did feel; que je sentisse , that I might feel; y’ews, I did 
have ; que j'eusse , that I might have. 

JJuit, night, is feminine, and livre, book, masculine, by ex¬ 
ception. (158.) 


TWENTY-THIRD LESSON. 


181 


Passer , to pass; aimer , to love, or to like; and laisser , to 
leave, or to let, are regular verbs of the first conjugation ; 
jaunir , to grow yellow, is of the second; and repondre , to an¬ 
swer, and perdre , to lose, of the third. Pis , from to say ; 
sentissiez , from sentir, to feel, or to smell; and reconnut , from 
reconnoitre , to recognize, to acknowledge, are irregular verbs, 
which will be explained, later. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. That I may like, 205, 206. 

2. That he may like. 

3. That we may like. 

4. That you may like. 

5. That they may like. 

6. That I may collect. 

7. That he may collect. 

8. That we may collect. 

9. That you may collect. 

10. That they may collect. 

11. That I may answer. 

12. That he may answer. 

13. That we may answer. 

14. That you may answer. 

15. Th'at they may answer. 


16. That I might like, 207,208. 

17. That he might like. 

18. That we might like. 

19. That you might like. 

20. That they might like. 

21. That I might collect. 

22. That he might collect. 

23. That we might collect. 

24. That you might collect. 

25. That they might collect. 

26. That I might answer. 

27. That he might answer. 

28. That we might answer. 

29. That you might answer. 

30. That they might answer. 


31. I desire that you may find this book useful, 205, 206.— 

32. I do not think that you will finish your task to-day.— 

33. That book is too serious.—34. The eel weighed one pound. 
—35. This observation is not just.—36. The man of whom I 
speak is wise and serious.—37. We admire the memory of your 
father.—38. Why do you lose your time?—39. We have a 
house which we should like to sell.—40. Do you know what 
they are speaking of? 202.—41. You do not know what he is 
capable of, 202.—42. Whom do you speak to? 202.—43. Let 
me pass.—44. Do you like me?—45. Answer me.—46. The 
paper grows yellow. ' 



182 


TWENTY-FOURTH LESSON. 


TWEMTY-FOTJKTH LESSON. 

FIRST DIVISION.-PRACTICAL PART. 

TEXT. 

LITERAL TRANSLATION . 

Vingt-quatri&me Ic^oia. 

Delatour coMiinen^ait a devenir views. 

began become 

II se piai^nait de plus eu plus am^rement 

complained bitterly 

de l’agiathie de soia fils. u Mediant cbi- 

apathy Wicked 

fant, 55 disait-ii, u II semble <gue tu ales 

it seems thou have(subj.) 

resotu de me faire mourir de chagrin. Je 

resolved to die sorrow 

veux qae tu in’ecoutes a la fin, et qwe tu 

will listen (subj.) end 

m’ob€isses. Apr^s tout ce que j ? ai fait 

obey (snbj.) v I have done 

pour toi, je veux que tu te resides utile 

thee thee render (subj.) 

d’une manidre quelconque ; et tu He feras, 

manner whatever wilt do 

a moins que tu lie soas un ingrat. Tu sae 

unless be (subj.) ungrateful 

re Uncials done jamais ? Tu ea’as done point 

reflectest hast not 

de solid de l’avenir?” 

future 


TWENTV-FOURTH LESSOR. 


183 


TUE SAME IN GOOD ENGLISH. 

Delatour began to grow old. He complained more and moro 
bitterly of bis son’s apathy. “You wicked boy,” said he, “you 
seem resolved to make me die with sorrow. But you shall listen 
to me at last, and obey me. After all I have done for you, you 
shall make yourself useful in one way or another; and you will, 
if you are not an ungrateful boy. Do you never reflect ? Have 
you no care of the future ? ” 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


Quelle est cette legon ? 

Delatour etait-il vieux ? 

Qui est-ce qui commengait k de- 
venir vieux ? 

Qui etait-Ce.que Delatour? 

De quoi se plaignait-il de plus en 
plus amkrement ? 

Comment se plaignait-il de l’apa- 
thie de son fils ? 

Comment appelait-il son fils? 

Que semblait-il que son fils eftt 
resolu ? 

Que voulait Delatour ? 

Comment le lui disait-il? 

Que voulait-il encore, aprks ce 
qu’il avait fait pour lui ? 

De quelle manikre voulait-il qu’il 
se rendit utile? 

Comment le lui disait-il ? 

Que lui disait-il pour rendre son 
exhortation plus pressante ? 

Qnelles questions lui faisait-il? 


C’est la vingt-quatrieme. 

II commengait k devenir vieux, 
or , 11 commengait k le devenir. 

Delatour. 

C’etait le pkre d’Alexis. 

De l’apathie de son fils. 

De plus en plus amkrement. 

Mechant enfant. 

De le faire mourir de chagrin. 

II voulait que son fils l’ecoutkt, k 
la fin, et qu’il lui obeit. 

“ Je veux que tu m’ecoutes, k la 
fin, et que tu in’obeisses.” 

II voulait qu’il se rendit utile. 

D’une maniere quelconque. 

“ Je veux que tu te rendes utile 
d’une manikre quelconque.” 

“ Et tu le feras, k moins que tu 
ne sois un ingrat.” 

“ Tu ne rcflechis done jamais? 
Tu n’as done point de souci de 
l’avenir ? ” 




184 TWENTY-FOURTH LESSON. 

SENTENCES FOR ORAL TRANSLATION. 


TO BE TURNER. INTO ENGLISH. 

Parlons un pen de nos anciens 
camarades. 

LI y en avait trois ou quatre pour 
lesquels nous avions beaucoup 
d’affection. 

Oui: le petit Charles, le gros 
Robert, le grand Guillaume, <St 
encore un autre. 

Que fait le premier ? 

II est dans le commerce. 

II a toujours aiine les specula¬ 
tions. 

Eait-il fortune? 

Mais, je pense que oui. 

Vous savez combien il est actif. 

Oui; mais ce n’est pas toujours 
une raison pour reussir. 

Dans le commerce, on est expose 
5. des revers inattendus. 

Je pense comme vous. 

Et le second ? 

Qui ? le gros Robert ? 

Oui. 

II est poete. 

Pas possible! 

C’est tr^s-vrai. II compose en ce 
moment une tragedie. 

Quoi! ce gros garqon si jovial ? 
C’est a n’y pas croire! 

II n’est plus le m&me aujourd’hui. 

II est tranquille et grave. 

II passe les nuits & barbouiller du 
papier. 

A-t-il du talent, au moins ? 

On le dit; mais j’en doute. 

Et le grand Guillaume? Est-il 
toujours aussi bon enfant? 

Oui, vraiment. Nous nous 
voyons presque tous les jours. 


TO BE TURNED INTO FRENCH, 

Let us talk a little about our old 
comrades. 

There were three or four of them 
that we were very fond of. 

Yes: little Charles, fat Robert, 
tall William, and another. 

What is the first doing? 

He is in trade. 

He was always fond of specula¬ 
tions. 

Is he making a fortune ? 

Why, I think he is. 

Yon know how active he is. 

Yes; but that does not always 
insure success. 

In trade, one is exposed to un¬ 
foreseen mischances. 

I think as you do. 

And the second ? 

Who? fat Robert? 

Yes. 

He is a poet. 

Impossible! 

It is very true. He is now com¬ 
posing a tragedy. 

What! that fat fellow, who was 
so jovial ? You don’t say so ! 

You would not know him again. 

He is grave and steady. 

He spends his nights in scrib¬ 
bling. 

Has he any talent at least ? 

It is said he has; but I doubt it. 

And tall William ? Is he still the 
same good fellow ? 

Oh! yes. We see each-other 
almost every day. 




TWENTY-FOURTH LESSON. 


185 


Que fait-il ? 

II est artiste, et se fait nne belle 
reputation. 

Mais, quel etait done le qua- 
trieme de nos camarades? 

O’etait Martin, le paresseux. 

Le voyez-vous toujours ? 

Non, nous avons cesse de nous 
voir. 

Pourquoi cela? 

Parce que son p6re lui a laisse 
une grande fortune, et qu’il re¬ 
garde ses anciennes connais- 
sances comme au-dessous de 
lui. 

C’est un ingrat. 


What is he doing? 

He is an artist, and is getting into 
high repute.. 

But, who was our fourth com¬ 
rade? 

It was that lazy fellow, Martin. 

Do you still see him ? 

No, we have ceased to see each- 
other. 

How so ? 

Because his father has left him a 
large fortune, and he looks 
upon his old acquaintances as 
below him. 

He is an ungrateful fellow. 


SECOND DIVISION. —THEORETICAL PART. 

Yingt-quatrieme, twenty-fourth, comes from vingt-quatre , 
twenty-four. 

Delatour commengait a devenir vieux , 

Delatour began to grow old. 

209. The preposition to, before an infinitive, has to be ex¬ 
pressed sometimes by a, sometimes by de, and sometimes it 
has to be suppressed, according to the verb which precedes. 

Ex. He began to grow old, II commencait a devenir vieux . 

He ceased to study, II cessa d’etudier. 

They pretend to be poets, Ils pretendent etre poetes, 

210. There is a corresponding rule in English, the preposi¬ 
tion to, before an infinitive, being suppressed after can, will , let, 
etc., and expressed after to be able, to wish, to like ; as, He can 
play—we will study—let me think; We wish to play—we are 
able to study—they like to think. 






186 


TWENTY-FOURTH LESSON. 


211. The most necessary verbs which govern other verbs in 
the infinitive mood with the preposition a, are : 


Aider, to aid, to help. 
S'appliquer, to apply one’s self. 
Apprendre , to learn. 

Aspirer, to aim. 

Avoir, to have. 

Chercher, to try. 

Consentir, to consent. 
Contribuer, to contribute. 


Donner, to give. 
Encourager, to encourage. 
Engager, to engage. 
Enseigner, to teach. 
Inviter, to invite. 

Montrer, to show. 
Preparer, to prepare. 
Renoncer, to renounce. 


212 Those which require the 

Achever, to complete, to finish. 

A fleeter, to affect. 

Avertir, to warn. 

Avoir envie, to wish. 

Avoir honte, to be ashamed. 
Avoir peur, to be afraid. 

Avoir raison, to be right. 

Avoir soyri, to take care. 

Avoir tort, to be wrong. 

Cesser, to cease. 

Choisir, to choose. 

Commander , to command. 
Conseiller, to advise. 

Se contenter, to be contented. 
Convenir, to agree. 

Craindre, to fear. 

Eedaigner, to disdain, to scorn. 
Eefendre, to forbid. 

Se desoler, to grieve. 

Eire, to tell, to say. 

Empecher, to prevent. 
Entreprendre, to undertake. 
Etre bien a.ise, to be very glad. 
Eviter , to avoid. 

Feindre, to feign. 


preposition de, are : 

Finir, to finish. 

Se flatter, to flatter one’s self. 
Se hater, to make haste. 

Jurer, to swear. 

Mediter, to meditate. 

Menacer, to threaten. 

Meriter, to deserve. 

Negliger, to neglect. 

Ordonner, to order. 

Oublier, to forget. 

Purler, to speak. 

Permettre, to permit. 
Persuader, to persuade. 

Prier, to pray. 

Promettre, to promise. 
Proposer , to propose. 
Recommander, to recommend. 
Refuser, to refuse. 

Regretter, to regret. 

Se rejouir, to rejoice. 

Se repentir , to repent. 
Risquer, to risk, to venture. 
Rougir, to blush. 

Se souvenir, to remember. 

Se vanter, to boast. 






TWENTY-FOURTH LESSON. 


187 


213. The preposition to is suppressed after 


Aimer, to like, to love. 

Alter , to go. 

Compter, to intend. 

Croire , to believe. 

Daigner, to deign. 

Desirer, to desire. 

Detester, to detest. 

Devoir, to be obliged, ought. 
Entendre , to hear. 

Esperer , to hope. 

Faire, to make. 

Falloir, must. 

Laisser, to let. 

Oser, to dare. 

Denser, to think. 


Pouvoir, to be able. 

Preferer, to prefer. 

Pretendre , to pretend. 

Savoir, to know. 

Sembler, to seem. 

S'imaginer, to imagine. 

Souhaiter , to wish. 

Valoir mieux , to be better. 

Venir, to come. This verb may¬ 
be followed by de, but the 
meaning is different: it is, 
to have just ; as, II venait de 
parler , he had just spoken. 

Voir, to see. 

Vouloir, to will, to wish, to want. 


214. The following require either a or de, according to their 
different acceptations, or according as the ear or taste of the 
speaker directs: 


Commencer, to begin, is fol¬ 
lowed by a much more fre¬ 
quently than by de. 

Continuer , to continue, Squires 
a. when it denotes that a 
thing is doing without in¬ 
terruption ; otherwise it is 
usually followed by de. 

Defier requires a when it means 
to challenge, to provolce to a 
competition ; and de when it 
means to set at defiance , to 
do something. 

Demander , to demand, to ask. 

Essayer, to try, may be follow¬ 
ed by a or de, but s'essayer 
requires a. 


£jtre, to be, when joined to ce, 
is followed by a, if it denotes 
turn; and by de, if it de¬ 
notes right, duty, or attribu¬ 
tion ; as, C'est a vous A par¬ 
ler, it is your turn to speak; 
C'est au maitre de comman¬ 
der, it is for the master to 
command. 

Forcer, to force, to compel. 

Obliger, to oblige, when used 
in the sense of to compel, 
may be followed by a or de: 
if the verb is active, a is 
more in use; if passive, de is 
generally preferred. When 
used in the sense of to do a 




188 


TWENTY-FOTJKTH LESSON. 


service or a favor, de always 
precedes the infinitive. 

Tdcher , to endeavor. After 
this verb, de is more fre¬ 
quently used than a. 


Venir , when meaning that a 
thing has just been done, is 
followed by de. En venir, 
to come, to proceed, re¬ 
quires a. 


He plus en plus , more and more. 

215. This may be taken as a model of construction for ad¬ 
verbial phrases marking augmentation or diminution, by the 
repetition of the comparative. Less and less should therefore 
be translated by de moins en moins ; farther and farther, by de. 
plus en plus loin , etc. 

Disait-il, said he, is the third person singular of the imper¬ 
fect tense of Dire , to say, one of the most important irregular 
verbs in French. 


Conjugation of the Irregular Yerb Dire, to say. 


INFINITIVE MOOD. 

Dire, to say. 

Present Participle, Past Participle. 

Disant , saying. Dit, said. 


INDICATIVE MOOD. 


Je dis, 

Tu dis, 

Jd dit, 

Nous disons, 
Vous dites, 
Ils disent, 


Present 
I say, 

thou sayest, 
he says, 
we say, 
you say, 
they say, 


am saying, 
art saying, 
is saying, 
are saying, 
are saying, 
are saying, 


or do say. 
or dost say. 
or does say. 
or do say. 
or do say. 
or do say. 


Je disais, 

Tu disais, 

II disait, 
Nous disions, 
Vous disiez, 
Ils disaient, 


Imperfect. 

I said, or was saying, 
thou saidst, or wast saying, 
he said, or was saying, 
we said, or were saying, 
you said, or were saying, 
they said, or were saying. 



TWENTY-FOURTH LESSON. 


189 


Past Tense Definite. 


Je die. 

I said, or 

did say. 

Tu diSy 

thou saidst, or 

didst say. 

II dity 

he said, or 

did say. 

Nous dimes. 

we said, or 

did say. 

Vous diteSy 

you said, or 

did say. 

Ils direnty 

they said, or 

did say. 


Future. 


Je diraiy 

I shall say, 

or will say. 

Tu dir as , 

thou shalt say, 

or wilt say. 

II diray 

he shall say, 

or will say. 

Nous dironSy 

we shall say, 

or will say. 

Vous direZy 

you shall say, 

or will say. 

Ils dironty 

they shall say, 

or will say. 

CONDITIONAL MOOD. 

Je diraiSy 

I should say, 

or would say. 

Tu diraiSy 

thou shouldst say. 

, or wouldst say. 

II diraity 

he should say, 

or would say. 

Nous dirionSy 

we should say, 

or would say. 

Vous dirieZy 

you should say, 

or would say. 

Ils diraienty 

they should say, 

or would say. 


IMPERATIVE MOOD. 

DiSy say (thou). 
Disons , let us say. 
Bites, say (you). 


SUBJUNCTIVE MOOD. 
Present Tense. 


Que je dise , 

Que tu dises, 
Qu'il dise , 

Que nous disions , 
Que vous disiez, 
Qu'ils disenty 


that I may say. 
that thou mayst say. 
that he may say. 
that we may say. 
that you may say. 
that they may say. 


190 


TWENTY-FOURTH LESSON. 


Subjunctive Past. 


Que je disse , 

Que tu, disses , 
Qu'il dit } 

Que nous dissions , 
Que vous dissiez , 
QiCils dissent , 


that I might say. 
that thou mightst say. 
that he might say. 
that we might say. 
that you might say. 
that they might say. 


216. Thus are conjugated redire, to say again; contredire, to 
contradict; dedire , to gainsay ; interdire , to interdict; medire , 
to slander; and predire , to predict: except that the last five 
have the second person plural of the present tense of the indica¬ 
tive mood, and the same person in the imperative, ending with 
isez. —Ex. Vous contredisez , you contradict; dedisez , gainsay; 
interdiseZy interdict; mediseZy slander; prediseZy predict. 


Pour toi, Que tu te rendes , 

for thee. that thou mayst render thee. 

All the observations made on the three pronouns of the first 
person, jey me, moiy are applicable to the three pronouns of the 
second person, tu, te, toi. 

217. Thou, generally tu, has to be rendered by toi, when 
used isolately ; that is to say, chiefly after c’est, it iSy or que, 
aSy tha.Uy or only. —Ex. Tu aSy thou hast; c’ est toi , it is thou. 

Thee, or to thee, is translated by te put before the verb, 
unless isolated, or preceded by any other preposition than to ; 
and even then, if to is preceded by c’est or que, when ,toi 
is used instead of te. —Ex. Je te voisy I see thee; je te parley 
I speak to thee; pour toi , for thee ; c’est a toi que je parley it is 
to thee I speak. 

Thee and to thee are also rendered by toi, but placed after 
the verb in imperative affirmative sentences.—Ex. Rends-toiy ren¬ 
der thee. Do not render thee, would have to be translated by ne 
te rends pas. 

A moins que tu ne sois. 

218. The negative ne always follows a moins que , unless. 

Finy end, is feminine by exception. VieuXy vieilUy old, is one 

of the few adjectives which form their feminine irregularly. 


TWENTY-FOURTH LESSON. 


191 


Commencer , to commence; sembler , to seem ; ecouter , to listen 
to, are regular verbs of the first conjugation; obeir, to obey, 
and rcflechir, to reflect, are of the second. Devenir , to become, 
is a derivative of venir , to come (145). /Z se plaignait , from 
se plaindre , to complain ; resolut , from resoudre , to resolve ; and 
mourir , to die, are irregular verbs, which will be explained later. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. I have to give, 211. 

2. He has to make. 

3. We have to correct. 

4. You have to examine. 

5. They have to answer. 

6. I am going to study, 213. 

7. He is going to loiter. 

8. We are going to finish. 

9. You are going to wait. 

10. They are going to find. 

11. I commence to speak, 214. 

12. He commences to fish. 

13. We commence to sell. 

14. You commence to ask. 

15. They commence to jump. 


16. I forget to say, 212. 

17. He forgets to go. 

18. We forget to come. 

19. You forget to play. 

20. They forget to do. 

21. I wish to work, 213. 

22. He wishes to sleep. 

23. We wish to eat. 

24. You wish to drink. 

25. They wish to run. 

26. Let us tell him to write, 212. 

27. He pretends to have. 

28. We promise to take. 

29. You seem to wish. 

30. They force us to be. 


31. We will go with thee, 217.—32. We give thee our 
books, 217.— 33. Work more and more, 215.—34. She studies 
less and less, 215.—35. He is always eating, unless he is 
sick, 218.—36. You will be victorious, unless you want cour¬ 
age, 218.—37. We will listen to their observations, unless they 
are too tedious, 218.—38. We shall finish our task, if we can. 
—39. More and more beautiful, 215.—40. More and more use- 
ful, 215.—41. More and more intelligent, 215.—42. He pre¬ 
dicts, 216.—43. We contradict, 216.-44. You slander, 216.— 
45. Let us interdict, 216.-46. We will interdict, 216—47. Let 
us 0 p e y.—48. Let us begin.—49. Listen to me. 



1U3 


TWENTY-FIFTH LESSON. 


TWENTY-FIFTH LESSON. 

FIRST DIVISION.-PRACTICAL PART. 

TEXT. 

LITERAL TRANSLATION. 

Vingt-cinquidne le^on. 

A quoi pcnses-tu ? Parle. ‘Comment 

thinkest speak 

peux-tu esperer de faire ton cliemin, si tu 

canst to hope thy way 

perds ton temps | com me cela | ? Com- 

losest thus 

meet te d£fendras-tu de la mis&re, quand 

thyself wilt defend misery 

je ne serai pitas ? tidies ressources 

shall he no more What resources 

auras-tu. quand tu seras ol>lig£ de te 

wilt have wilt he obliged to thysell 

s si He re a toi-meme? Reponds. Ae te 

to suffice thyself Answer 

repentiras-tu pas alors? Jette les yeux 

wilt repent Cast eyes 

§ur les enfants de sues confreres. Us sont 

my brethren (fellows) 

tes egaitx, songes-y foien. Ae les vois4n 

thy equals think to it well seest 

pas a l’ouvrage depuis le matin jusqu’au 

work since (from) till 

soir? N’es-tw pas aussi fort qu’eux? Us 

evening art strong 


TWENTY-FIFTH LESSON. 


193 


se scrveul de leurs bras $ pourquoi ne 

themselves serve 

te sers-tu pas de§ lie ass ? ” 

servest thine* 


TEE SAME IN GOOD ENGLISH. 

“ What are you thinking of? Speak. How can you hope to 
thrive, if you waste your time thus ? How will you save your¬ 
self from beggary, when I am dead ? What resources will you 
have, when you are obliged to shift for yourself? Tell me, don’t 
you think you will repent then ? Just look at the children of 
my fellow-workmen. They are in the same position as yourself, 
remember; and yet, do you not see them at work from morning 
till night ? Are you not as strong as they ? They put their 
hands to work; why don’t you put yours ? ” 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


Quelle est cette legon ? 

Par quelle question cette legon 
commence-t-elle 1 

Qui faisait cette question ? 

A qui faisait-il cette question ? 

Qu’est-ce que le fils ne pouvait 
pas esperer, s’il perdait son 
temps ? 

Que perdait-il ? 

De quoi sera-t-il oblige de se de- 
fendre, quand son pere ne sera 
plus? 

Quand sera-t-il oblige de se de- 
fendre de la misere? 

Quand manquera-t-il de ressour- 
ces? 


C’est la vingt-cinqui&me. 

“ A quoi penses-tu ? ” 

Le p&re d’Alexis. 

A son fils. 

II ne pouvait pas esperer de faire 
. son chemin. 

II perdait son temps. 

II sera oblige de se defendre de la 
misere. 

Quand son p6re ne sera plus. 

Quand il sera oblige de se sufiire 
k lui-meme. 


9 





194 


TWENTY-FIFTII LESSON. 


Qu’arrivera-t-il probablement, j 
quand il manquera de ressour- 
ces? 

Sur qui son pere lui disait-il de 
jeter les yeux ? 

Ces enfants etaient-ils les supe- 
rieurs ou les inferieurs d’Alexis ? 

Que faisaient-ils depnis le matin 
jusqu’au soir ? 

Quand travaillaient-ils ? 

Alexis etait-il moins fort qu’eux ? 

De quoi ces enfants se servaient- 
ils? 

Quelle question le p&re faisait-il, 
apres avoir dit qu’ils se ser- 
vaient de leurs bras ? 


II se repentira. 


Sur les enfants de ses confreres. 

Ils etaient ses egaux. 

Us travaillaient—or, Ils etaient h 
l’ouvrage. 

Depuis le matin jusqu’au soir. 

II etait aussi fort qu’eux. 

Ils se servaient de leurs bras. 

w Pourquoi ne te sers-tu pas des 
tiens ? ” 


SENTENCES FOR ORAL TRANSLATION. 


TO BE TURNED INTO ENGLISH. 

Bonjour, camarade. 

Bonjour, mon ami. 

Comment cela va-t-il ? 

Toujours de meme. Et toi ? 

Mais, assez bien. 

Tu as fair triste. 

Je le suis aussi. 

Pourquoi done? 

J’ai perdu mon p6re. 

Pauvre gallon! Tu es bien k 
plain dr e. 

C’etait un brave et digue homme. 
T’a-t-il laisse de la fortune ? 

Rien du tout, mon cher. 

As-tu des ressources ? 

Quand un homme est jeune, fort 
et actif, il a toujours des res¬ 
sources. 


TO BE TURNED INTO FRENCH. 

Good morning, comrade. 

Good morning, my dear fellow. 

How are you ? 

Always the same. And how are 
you? 

Why, pretty well. 

You look sad. 

I am so indeed. 

Why? 

I have lost my father. 

Poor fellow I You are much to 
be pitied. 

He was an honest worthy man. 

Has he left you any fortune ? 

Nothing at all, my dear fellow. 

Have yon any resources ? 

When a man is young, strong, 
and active, he always has re¬ 
sources. 






TWENTY-FIFTH LESSON. 


195 


Que fais-tn ? 

Je travaille chez un menuisier. 

Quoi! tu es ouvrier ? 

Pourquoi pas? 

Tu as cependant re<?u une belle 
education. 

C'est vrai; mais pour utiliser une 
belle education, il faut de l’ar- 
gent ou des protections. 

De T argent, nous en avons k ton 
service. 

Je te suis oblige, mais je n’en 
veux pas. 

Et des protections, tu peux en 
avoir bien facilement. 

Oui, mais il faut les demander, 
et c’est ce que je n’aime pas 
faire. 

Tu es un original. 

Je me trouve heureux comme 
cela. 


What are you doing? 

I work at a joiner’s. 

What! are you a workman? 

Why not ? 

You have received a fine educa¬ 
tion however. 

It is true; but in order to avail 
one’s self of a fine education, 
one must have money or pro¬ 
tection. 

As for money, we have some at 
your service. 

I am obliged to you, but I will 
not have any of it. 

And as for protection, you can 
very easily get that. 

Yes, but I must beg for it, and 
that is what I do not like to 
do. 

You are an eccentric fellow. 

I am happy such as I am. 


SECOND DIVISION. —THEORETICAL PART. 

Vingt-cinquieme, twenty-fifth, comes from vingt-cinq , twenty-five. 

A quoi penses-tu ?, what art thou thinking of?— 
v literally, to what art thou thinking? 

219. Certain verbs require to be followed by a different 
preposition in French than in English. 

Ex. Think of me, Pensez a moi. 

Answer my question, Repondez a ma question. 

Others require to be used without a preposition, contrary to 
English usage. 

Ex. Listen to me, Ecoutez-moi. 

Wait for me, Attendez-moi. 

They will be explained as they occur in the text. 





196 


TWKNIT-FIFTH LESSON. 


Parle , speak. 

2.20. The imperative is generally like the indicative present, 
leaving out the pronouns. 


Indicative Present. 

Tu finis , thou finishest. 

Nous finissons , we finish. 

Vous finissez , you finish. 

Tu rends , thou givest hack. 
Nous rendons , we give hack. 
Vous rendez , you give back. 


Imperative. 

Finis , finish (thou). 
Finissons , let us finish. 
Finissez, finish (you). 
Rends, give (thou) back. 
Rendons, let us give hack. 
Rendez, give (you) hack. 


221. But the verbs ending with es, in the second person 
singular of the indicative present, drop the s in the imperative. 


Indicative Present. 

Tu paries , thou speakest. 

Nous parlons , we speak. 
Vous parlez, you speak. 


Imperative. 

Parle, speak (thou). 
Parlons, let us speak. 
Parlez, speak (you). 


The exceptions to rule 220 are : Aie, have (thou) ; ayons, let 
us have; ayez, have (you); sois, he (thou); soyons, let us be; 
soyez , be (you); va, go (thou); and sache, know (thou); sachons, 
let us know ; sackez , know (you). 


Quand je ne serai plus, when I shall he no more. 

222. Plus, more, means no more, not more , and not any more , 
when ne is put before the verb. 

Ex. Je n'ai plus de pain, I have no more bread. 


Te suffire a toi-meme. 

223. The personal pronouns, moi, toi, lui, elle, soi, nous, 
vous, eux, elles, combine with the adjective meme, and 
acquire the following significations : Moi-meme, myself; toi- 
meme , thyself; lui-meme, himself, itself (masc.); elle-meme, her¬ 
self, itself (fern.); soi-meme, one’s self; nous-memes, ourselves; 
vous-meme , yourself; vous-memes, yourselves; eux-memes, them¬ 
selves (masc.); elles-memes , themselves (fern.). 

In this phrase, a toi-meme is not indispensable, for it has pre¬ 
cisely the same meaning as te, placed before the verb. The 
pronouns moi-meme, toi-meme, nous-memes, etc., sometimes 


TWENTY-FIFTH LESSON. 


197 


necessary to avoid ambiguity, may also be used as mere exple¬ 
tives, for tbe sake of emphasis. 

Ne te repentiras-tu pas? wilt thou not repent? is the 
second person singular of the future tense of se repentir , to 
repent, one of the most necessary irregular verbs in French. 


Conjugation of the Irregular Verb Se Repentir, 

TO REPENT. 

INFINITIVE MOOD. 

Se repentir, to repent. 

Present Participle. 

Se repentant, repenting. 

INDICATIVE MOOD. 

Present Tense. 


Je me repens, I repent, am repenting, or do repent. 

Tu te repens, thou repentest, art repenting, or dost repent 

II se repent, he repents, is repenting, or does repent. 

Nous nous repentons, we repent, are repenting, or do repent. 

Vous vous repentez, you repent, are repenting, or do repent 

Ils se repentent, they repent, 


repenting, or do repent. 


Imperfect. 


Je me repentais, 

Tu te repentais, 

II se repentait , 

Nous nous repentions, 
Vous vous repentiez , 
Ils se repentaient, 


I repented, 
thou repentedst, 
he repented, 
we repented, 
you repented, 
they repented, 


or was repenting, 
or wast repenting, 
or was repenting, 
or were repenting, 
or were repenting, 
or were repenting. 


Past Tense Definite. 

Je me repentis, I repented, or did repent. 

Tu te repentis, thou repentedst, or didst repent. 

II se repentit, he repented, or did repent. 

Nous nous repentimes, we repented, or did repent. 

Vous vous repentites, you repented, or did repent. 

Ils se repentirent, they repented, or did repent. 


198 


TWENTY-FIFTH LESSON. 


Je me repentirai , 

Tu te repentiras , 

II se repentira , 
iVWs nous repentirons , 
Fows vous repen tires, 
Jls se repentiront , 


Future. 


I shall repent, 
thou shalt repent, 
he shall repent, 
we shall repent, 
you shall repent, 
they shall repent, 


or will repent, 
or wilt repent, 
or will repent, 
or will repent, 
or will repent, 
or will repent. 


CONDITIONAL MOOD. 


Je me repentirais , I should repent, or 

Tu te repentirais , thou shouldst repent, or 

II se repentirait , he should repent, or 

Nous nous repentirions , we should repent, or 
Vous vous repentiries , you should repent, or 
Its se repentiraient , they should repent, or 


would repent, 
wouldst repent, 
would repent, 
would repent, 
would repent, 
would repent. 


IMPERATIVE MOOD. 


Repens-toi, repent (thou). 
Repentons-nous , let us repent. 
Repentez-vous , repent (you). 


SUBJUNCTIVE MOOD. 
Present Tense. 


Que je me repente , 

Que tu te repentes , 

Qu'il se repente , 

Que nous nous repentions , 
Que vous vous repentiez , 
Quails se repentent , 


that I may repent, 
that thou mayst repent, 
that he may repent, 
that we may repent, 
that you may repent, 
that they may repent. 


Subjunctive Past. 

Que je me repentisse , that I might repent. 

Que tu te repentisses , that thou mightst repent. 

Qu'il se repentit , that he might repent. 

Que nous nous repentissions , that we might repent. 
Que vous vous repentissiez , that you might repent. 

Qu'ils se repentissent, that they might repent. 


TWENTY-FIFTH LESSON. 


199 


Jette is tlie second person singular of the imperative mood 
of jeter, to throw. 

224. Verbs ending in eter and eler, as jeter, to throw; 
appeler, to call, double the consonant t or l before e mute ; as, 
Je jette , I throw ; fappelle , I call; nous jetterons, we shall throw; 
nous appellerons, we shall call. 

225. The most important exceptions to this rule are : Achetef, 
to buy; geler , to freeze; and peler , to peel. In these the t or l 
is not doubled, but a grave accent modifies the sound of the first 
e , just as a double consonant would do, thus: J'achete , I buy;^ 
il gele , it freezes, etc. 

226. The verbs ending in eter and eler must not be con¬ 
founded with those in eter and eler, as inquieter, to disquiet; 
reveler , to reveal. In the latter, the acute accent (') is changed 
into a grave accent, without doubling the consonant before e 
mute, thus: Pinquiete , I disquiet; je revele , I reveal. 

Pourquoi ne te sers-tu pas des tiens ? 

Why dost thou not make use of thine ? 

227. All the observations made on le sien (60), apply also to 

Le tien, la tienne, les tiens, les tiennes, thine. 

228. The article le, la, les, which enters into the composition 
of the possessive pronouns, continues subject to contraction, as 
follows: 

Du tien, de la tienne, des tiens, des tiennes, of thine. 
Au tien, a la tienne, aux tiens, aux tiennes, to thine. 

Ex. Le chapeau de mon fils, du tien, du sien, 

the hat of ray sou, of thine, of his or of hers. 

Le chapeau de rna file, de la tienne, de la sienne, 
the hat of my daughter, of thine, of his or of hers. 

Les chapeaux de nos enfants, des tiens, des siens , 
the hats of our children, of thine, of his or of hers. 

Ouvrage, work, is masculine by exception. 

Penser, to think, to reflect; esperer, to hope; obliger, to 
oblige; and songer, to dream, to think, are regular verbs of the 
first conjugation; perdre, to lose; defend re, to defend; and 


200 


TWENTY-FIFTH LESSON. 


repondre , to answer, are of the third. Pouvoir , to be able} 
suffire, to suffice; and servir , to serve, are irregular verbs, which 
will be explained later. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. We fill. 

13. We collect. 

2. You fill. 

14. 

You collect. 

3. Let us fill, 220. 

15. 

Let us collect, 220. 

4. Fill. 

16. 

Collect. 

5. We answer. 

17. 

We defend. 

6. You answer. 

18. 

You defend. 

7. Let us answer. 

19. 

Let us defend. 

8. Answer. 

20. 

Defend. 

9. We hope. 

21. 

We think. 

10. You hope. 

22. 

You think. 

11. Let us hope, 221. 

23. 

Let us think, 221. 

12 Hope. x 

24. 

Think. 


25. You work much.—26. You do not listen to me.—27. Work 
while you are young.—28. Bring your fish-hooks.—29. Finish 
your task.—30. Defend your friends.—31. Do not lose your 
books.—32. You learn easily.—33. Do you understand what I 
gay ?—34. You will not lose your time.—35. Let us be friends.— 
36. Let us sell our fish.—37. Do you call me?—38. Yes, sir; I 
call you.—39. This is my book, and that is thine, 227.—40. My 
position is not better than thine, 227.—41. My comrades are 
not thine, 227.—42. We shall answer him when he speaks to 
us, 219.—43. Will you come with me ?—44. I will.—45. William 
is not as ungrateful as James.—46. You are younger than I.— 
47. You pronounce as well as he.—48. You will oblige me.— 
49. Have you lost any thing?—50. I do not think so. 



TWENTY-SIXTH LESSON. 


201 


TWENTY-SIXTH LESSON. 

FIRST DIVISION.-PRACTICAL PART. 

TEXT. 

LITERAL TRANSLATION. 

Vmgt-saxi&me lecon. 
u Lorsque j’etais & mon aise, je nour- 

When was ease nour- 

rissais 1’espoir de te voir occuper dans le 

ished hope to see to occupy 

anondc un rang’ pins briflflanf que le mien. 

world rank brilliant than mine 

Je desirais que tu t’elevasses | au-dessus 

desired rose (subj.) above 

de | ta famille, et que tu en fusses 1’orgueil 

thy family of it wert pride 

et l’appui. II tallait pour cela que tu 

support must (imperf.) 

cusses de l’instruction; aucun sacrifice 

hadst (subj.) instruction sacrifice 

ne m’a coalite pour te mettre a mesne d’en 

cost to put in condition some 

acqiierir. Ton excelleaate nacre ? dont je 

to acquire * excellent wfiose 

aae cesse. de pletirer la perte ; avait 

cease to weep loss 

combattu ines projets ; mats j’avals tlni 

^mrht (contended) projects had finished 

9 * 


202 


TWENTY-SIXTH LESSON. 


par les Ini faire partaker. J’atfendais de 

to her to share expected 

ton elevation ie toonheur de ma vieillesse.” 

elevation happiness old age. 


THE SAME IE GOOD ENGLISH. 

« When I was in easy circumstances, I entertained a hope of 
seeing you hold in the world a more brilliant station than mine. 
I wished you might rise above your family, to be our pride 
and support. For this, it was necessary you should have learn¬ 
ing • I grudged no sacrifice to enable you to acquire it. \ our 
excellent mother, whose loss I incessantly lament, opposed my 
projects; but I had at last prevailed on her to adopt them. I 
relied on your advancement for the happiness of my old age.” 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


Quelle est cette leqon ? 

Quel rang Delatour desirait-il que 
son fils occupat dans le nionde ? 

Ou dtsirait-il qu’il occupat un 
rang plus brillant que le sien ? 

Quel espoir nourrissait-il ? 

Quand nourrissait-il cet espoir ? 

Que desirait-il encore 1 

Que fallait-il pour cela ? 

Le p&re avail-il fait quelque chose 
pour le mettre k meme d’en 
acquerir 1 

Pourquoi le p6re avait-il fait des 
sacrifices ? 


C’est la vingt-sixieme. 

Un rang plus brillant que le sien. 

Dans le monde. 

L’espoir de voir son fils occuper 
dans le monde un rang plus 
brillant que le sien. 

Lorsqu’il etait a son aise. 

Que son fils s’elevat au-dessus de 
sa famille, et qu’il en fut for¬ 
go eil et l’appui. 

II fallait que son fils {or qu’ Alexis) 
eut de l’instruction. 

Aucun sacrifice ne lui avait cofite 
pour cela. 

Pour mettre son fils a meme d 1 ac¬ 
querir de Vinstruction. 






TWENTY-SIXTH LESSON. 


203 


Qui est-ce qni avait corabattu ses 
projets ? 

Qu’est-ce qu’elle avait combattn ? 

Les avait-elle tonjours combat- 
tus? 

Alexis avait-il encore sa mere ? 

Qu’est-ce que Delatour attendait 
de l’elevation de &>n fils ? 

De quoi attendait-S le bonheur 
de sa vieillesse ? 


L’excellente m&re d’Alexis. 

Les projets de Monsieur Dela¬ 
tour. 

Non. H avait fini par les lui 
faire partager. 

Non ; car Delatour ne cessait de 
pleurer sa perte. 

II en attendait le bonheur de sa 
vieillesse. 

De 1’elevation de son fils. 


SENTENCES FOR ORAL TRANSLATION. 


TO BE TURNED INTO ENGLISH. 

Eh bien, mon cher monsieur, ou 
en sommes-nous de nos etudes ? 

Est-ce de 1’etude du frangais que 
vous voulez parler ? 

Oui. Cela va sans dire. 

Mais, j’avance petit a petit. 

Vous prononcez tres-bien. 

Vous avez bien de Tindulgence. 

Non. Jfs vous dis ce que je 
pense. 

Je parle plus faeilement que je 
ne comprends. 

Mais vous me comprenez bien, 
cependant. 

Quand vous me parlez, je com¬ 
prends tout ce que vous dites. 

Mais quand vous parlez avec vos 
amis, je m’imagine quelquefois 
que ce n’est plus la nieme lan- 
gue. 

C’est que je ne parle pas aussi 
doucement avec eux qu’avec 
vous. 


TO BE TURNED INTO FRENCH. 

Well, my dear sir, how do we get 
on with our studies ? 

Do you mean the study of the 
French language ? 

Of course, I do. 

Well, I am getting forward by 
degrees. 

You pronounce very well. 

You are very indulgent. 

No. I say what I think. 

I speak more easily than I under¬ 
stand. 

But you understand me very 
well, however. 

When you speak to me, I under¬ 
stand every word you say. 

But when you are talking with 
your friends, I sometimes im¬ 
agine it is not the same lan¬ 
guage. 

That is because I do not speak so 
slowly with them as I do with 
you. 





204 


TWENTY-SIXTH LESSON. 


Je m’en (loute bien. 

Oombien y a-t-il que vous ap- 
prenez ? 

II y a qnatre mois. 

Yous n’avez pas perdu votre 
temps. 

Mon ami, qui a commence bien 
plus tard, parle plus facilement 
que moi. 

II travaille sans doute plus que 
vous ? 

Hon. II ne travaille pas du tout. 

Alors, e’est qu’il a beaucoup de 
memoire. 

O’est possible. 

Prenez-vous beaucoup de lemons ? 

J’en prends une tous les huit 
jours. 

Ce n’est pas assez. 

Yous croyez ? 

J’en suis stir. Yous avez le 
temps d’oublier d’une le^on a 
1’autre ce que vous avez appris. 

Je crois que vous avez raison. 

11 faut prendre une le§on tous 
les deux jours. 

Bien. 

Mais, je voudrais sayoir si vous 
fetes tres-attentif pendant votre 
leqon. 

11 me semble que oui. 

Est-ce que vous ne pensez jamais 
h autre chose 1 

Pourquoi cette question ? 

Parce-que nous appelons souvent 
manque de memoire ou de ca¬ 
pacity ce qui est seulement 
manque d’attention. 

Quand vous prenez votre le^on, 
il ne faut penser qu’a votre le- 
gon. 


I suppose that is it. 

How long have you been learn¬ 
ing? 

Four months. 

You have not lost your time. 

My friend, who began much later, 
speaks more easily than I do. 

He probably works more than 
you ? 

Ho. He does not work at all. 

Then, he must have a very good 
memory. 

It may be. 

Do you take many lessons 1 

I take one every week. 

It is not enough. 

You believe it is not ? 

I am positive. You have time 
between one lesson and another 
to forget what you have learned. 

I believe you are right. 

You must take a lesson every 
other day. 

Yery well. 

But I should like to know whether 
you are very attentive during 
your lesson. 

I think I am. 

Do you never think of any thing 

else ? 

Wherefore this question ? 

Because we often call want of 
memory or capacity what is 
merely want of attention. 

When you are taking your lesson, 
you should think of nothing 
but your lesson. 






TWENTY-SIXTH LESSON. 


205 


SECOND DIVISION. —THEOEETICAL PAET. 

Vingt-sixieme, twenty-sixth, comes from vingt-six , twenty-six. 

A mon aise, Ton elevation , Ton excellente mere, 
at my ease. thy elevation. thy excellent mother. 

229. Mon, ton, son, are used instead of ma, ta, sa, before 
a word fern. sing, beginning with a vowel or an h mute. (*72.) 

Un rang plus brillant que le mien, 

A rank more brilliant than mine. 

230. Le mien, mine, is subject to the same rules as le 
tien, thine, and le sien, his or hers. 

All possessive pronouns agree in gender and number with the 
person or thing possessed, and not with the possessor. (60.) 

Ex. Ce chapeau est le mien, this hat is mine. 

Cette casquette est la mienne, this cap is mine. 

Ces chapeaux sont les miens, these hats are mine. 

Ces casquettes sont les miennes, these caps are mine. 

Pour te mettre a meme c?’en acquerir. 

Mettre A meme is an idiomatic locution, which signifies to 
enable. The literal translation of this phrase is, To enable thee to 
acquire some. The pronoun some is the direct regimen of acquire. 

231. When some or any is the direct regimen of a verb, it is 
rendered by en, which has to be placed before the verb, except 
in imperative affirmative sentences. Give Jam some, would have 
to be translated by donnez-lui-en. 

Mettre, to put, is one of the most necessary irregular verbs 
in French. 

Conjugation of the Irregular Verb Mettre, to put. 

INFINITIVE MOOD. 

Mettre, to put. 

Present Participle. Past Participle. 

Mettant , putting. Mis , put. 


206 


TWENTY-SIXTH LESSON. 


INDICATIVE MOOD. 


Je mets , 

Tu mets , 

II met , 

Nous mettons , 
Fows mettez , 
7/s mettent , 


Present Tense. 

I put, am putting, 

thou puttest, art putting, 
he puts, is putting, 

we put, are putting, 

you put, are putting, 

they put, are putting, 


or do put. 
or dost put. 
or does put. 
or do put. 
or do put. 
or do put. 


Imperfect. 


Je mettais , 

I put, 

or was putting. 

Tu mettais , 

thou puttest, 

or wast putting. 

II mettait , 

he put, 

or was putting. 

Nous mettions , 

we put, 

or were putting. 

Fows mettiez , 

you put, 

or were putting. 

7/s mettaient , 

they put, 

or were putting. 

Past Tense Definite. 

Je mis , 

I put, 

or did put. 

m/s, 

thou puttest, 

or didst put. 

77 m?7, 

he put, 

or did put. 

Nous mimes , 

we put, 

or did put. 

Fows mites, 

you put, 

or did put. 

Its mirent , 

they put, 

or did put. 


Future. 


Je mettrai , 

I shall put, 

or will put. 

Tu mettras , 

thou shalt put, or wilt put. 

77 mettra , 

he shall put 

, or will put. 

Nous mettrons , 

we shall put, or will put. 

Fows mettrez , 

you shall put, or will put. 

77s met trout, 

they shall put, or will put. 


CONDITIONAL MOOD. 


Je mettrais , 

Tu mettrais , 

II mettrait , 
Nous mettrions , 
Fows mettriez , 
77s mettraient , 


I should put, 
thou shouldst pu 
he should put, 
we should put, 
you should put, 
they should put, 


or would put. 

,, or wouldst put. 
or would put. 
or would put. 
or would put. 
or would put. 


TWENTY-SIXTH LESSON. 


207 


IMPERATIVE MOOD. 


Mets, put (thou). 
Mettons , let us put. 
Mettez , put (you). 

SUBJUNCTIVE MOOD. 


Present Tense. 


Que je mette, 

Que tu mettes, 
Qvdil mette , 

Que nous mettions , 
Que vous mettiez, 
Qu'ils mettent , 


that I may put. 
that thou mayst put. 
that he may put. 
that we may put. 
that you may put. 
that they may put. 


Subjunctive Past. 


Que je misse , 

Que tu misses , 
Qudil mit , 

Que nous missions , 
Que vous missiez , 
Qu'ils missent , 


that I might put. 
that thou mightst put. 
that he might put. 
that we might put. 
that you might put. 
that they might put. 


232. Thus are conjugated admettre , to admit; commettre , to 
commit; compromettre , to compromise ; promettre , to promise; 
omettre , to omit; permettre , to permit; remettre , to put again; 
soumettre , to submit; transmettre , to transmit, etc. 

Dont ye we cesse de pleurer la perte. 

In this phrase, dont signifies whose. It determines the sub¬ 
stantive perte , which is the regimen of pleurer , and is preceded 
by the article la. 

233. When dont signifies whose , and accordingly deter¬ 
mines the sense of a substantive, that substantive must always 
be preceded by the article; and if it is the regimen of a verb, it 
must be placed after the verb, instead of following the pronoun 
as it does in English, when we say, Whose loss I do not cease 
to lament. 


208 


TWENTY-SIXTH LESSON. 


234. If the substantive determined by dont is the subject 
of the verb, it occupies the same place as in English, but is still 
preceded by the article. 

Ex. Dont la ferte me desole , whose loss grieves me. 

Les lui faire partager . 

235. When several objective pronouns precede a verb, le, 
la, les are placed before lui and leur, and after me, te, 

se, nous, and vous. 

This completes the study of the particular order in which 
the small words which have to be placed before the verb follow 
each other. 

236. En is always nearest to the verb— ne always farthest 
off; while the rest are grouped in between, according to the 
above rule (235). 

In les lui faire partager , lui is the indirect regimen of faire 
partager. It refers to m£re, and signifies a elle , to her. 

237. The pronoun lui never refers to a feminine substantive, 
except when it is an indirect regimen. 

This completes the study of the personal pronouns in French, 
which are: 

For the nominative case. 

238. Je, I; tu, thou ; il, he , or it ; elle, she , or it; nous, 
we; vous, you ; ils (masc.), elles (fem.), they. 

239. Moi, toi, lui, eux, are used instead of je, tu, il, 
ils, when used isolately; that is to say, when the verb which 
the pronoun governs is understood, which happens chiefly after 
c’est, it is , and que, meaning only , than , or as. 

Ex. C'est moi , it is I; aussi grand que lui , as tall as he. 

For the objective case. 

240. Me, me, or to me; te, thee , or to thee; le, him , or it; 
la, her , or it; lui, to hi?n, or to her; nous, us , or to us; 
vous, you , or to you ; les, them ; leur, to them. 

241. These are generally placed before the verb, except in 
affirmative imperative sentences, when they should invariably 
be put after it, and moi and toi be used instead of me and 
te. —Ex. Voulez-vous me donner ? will you give me ? Donnez- 
moi , give me. 


TWENTY-SIXTH LESSON. 


209 


242. Moi, toi, lui, elle, nous, vous, eux, elles, must 
also be used to render me, thee, him, Aer, us, you, them, after any 
other preposition than to ; and even then, if to is preceded by 
c’est, it is, or que, meaning as, than, or only. 

Ex. O' 1 est a moi qu'il parle, it is to me he speaks. 

J'etais avec eux, I was with them. 

243. It is translated by ce, only, before est, is, when it can 
be replaced by this, or that, in English, without materially 
affecting the meaning of the sentence. Before any other verb 
not an impersonal one, it is translated by ceci, this, or cela, 
that. In all impersonal verbs, it is translated by il. 

244. But owing to the absence of the neuter gender in 
French, inanimate objects are always spoken of either in the 
masculine or in the feminine, and it has therefore to be trans¬ 
lated in turn by il, elle, le, or la. 

245. The best plan to be pursued in such cases is to replace 
at once the word it by he, she, him, or her, according to the 
gender of the French noun referred to, and to translate it regu¬ 
larly as a personal pronoun.—Ex. Where is my hat? Oil est 
mon chapeau ? It is on the table, il est sur la table —literally, 
He is on the table. Give it to me, donnez-le-moi —literally, Give 
him to me. 

246. Of or from it, or them, is translated by en ; and to 
it, or to them, by y. (113-118.) 

Sacrifice, sacrifice, and monde, world, are masculine by ex¬ 
ception. 

0 reaper , to occupy; desirer, to desire; elever, to elevate; 
coiiter, to cost; cesser, to cease ; pleurer, to weep ; and partager, 
to partake, are regular verbs of the first conjugation; attendre, 
to wait, to expect, is of the third. 

Nourrir, to nourish, and acquerir, to acquire, are irregular 
verbs, which will be explained later. Combattu, a form of com - 
battre, to fight, to contend, is a derivative of battre, to beat. 

247. The irregularity of battre, and its derivatives, is very 
slight: it consists in not doubling the t in the three persons 
singular of the present of the indicative,— -je bats, tu bats, il bat , 
instead of^e baits, etc. 


210 


TWENTY-SIXTH LESSON. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. I promise, 232. 

2. He promises. 

3. We promise. 

4. You promise. 

5. They promise. 

6. I was promising. 

7. I did promise. 

8. I shall promise. 

9. I should promise. 

10. Let us promise. 

11. Promise. 

12. That I may promise. 

13. That I might promise. 

14. To promise. 

15. Promising. 

16. I have promised. 


17. I omit, 232. 

18. He omits. 

19. We omit. 

20. You omit. 

21. They omit. 

22. I was omitting. 

23. I did omit. 

24. I shall omit. 

25. I should omit. 

26. Let us omit. 

27. Omit. 

28. That I may omit. 

29. That I might omit. 

30. To omit. 

31. Omitting. 

32. I have omitted. 


33. I reflected little when I was young.—34. I used to inter¬ 
rupt those who were speaking.—35. I used to promise things 
which I could not give.—36. James is your friend, but he is not 
mine, 230.—37. I love her children, as if they were mine, 230. 
—38. Your resources are greater than mine, 230.—39. I listened 
to all their observations.—40. I often worked with them.— 
41. You have alleviated our position.—42. My ambition is 


great, 229.—43. Thy observation is just, 229.—44. His history 
will not be long, 229.—45. I have money enough : my father 
has given me some.—46. Do you accept my invitation? 229.— 
47. When shall I speak to her?—48. What have you to say to 
him ?—49. She says that you forget her. 


TWENTY-SEVENTH LESSON. 


211 


TWENTY-SEVENTH LESSON. 

FIEST DIVISION.-PEACTICAL PAET. 

TEXT. 

LITERAL TRANSLATION. 

Vingt-septi6me le^on. 

“Qnelque place que tu remplisses, je ue 

Whatever place filledst (subj.) 

dositais pas que tu ue repondisses a mon 

doubted answeredst (subj.) 

attente. lion fils, me disais-je, aura les 

expectation said will have 

professeurs les plus distingues; il s’ins- 

professors most distinguished will 

trilira, deviendra cel&bre, et me benira 

instruct will become celebrated will bless 

de lui avoir ouvert la carri&re de la vrale 

to him opened career 

gloire, de celle que Fon tient de so i-me me 

glory holds one’s self 

et non de ses aieux. liais, tu le sais, des 

not one’s ancestors knowest some 

personnes sur Fhonneur desquelles je 

persons honor of whom 

croyais pouvoir compter, trahirent ma 

believed to be able to rely betrayed 

contiance de la manih’e la plus honteuse 

trust in shameful 

et la plus in fame. Je perdis subitement 

infamous lost suddenly 

le fruit de trente ans de travail.” 

fruit yeai*s labor 


TWENTY-SEVENTH LESSON. 


212 


THE SAME IN GOOD ENGLISH. 

“ Whatever place you might occupy, I did not doubt but you 
would realize my expectations. My son, thought I, will have the 
most eminent professors ; he will acquire learning, will become 
a celebrated man, and bless me for having pointed out to him the 
path of true glory ; that glory for which we are indebted to our¬ 
selves and not to our ancestors. But, you know, some persons, 
on whose honor I thought I might rely, betrayed my trust in 
the most shameful and infamous manner. I suddenly lost the 
fruit of thirty years’ labor.” 


QUESTIONS AND ANSWERS FOR CONVERSATION 


Quelle est cette leqon ? 

De quoi Delatour ne doutait-il 
pas ? 

Bites cela avec les expressions de 
Delatour. 

Pour parler encore comme Dela¬ 
tour, quels professeurs son fils 
aura-t-il ? 

Que fera-t-il avec l’assistance de 
ces professeurs ? 

Que deviendra-t-il ? 

Qui benira-t-il ? 

De quoi le benira-t-il ? 

Quelle est la vraie gloire ? 

Quelles etaient les personnes qui 
trahirent la confiance de Dela¬ 
tour ? 

Que firent ces personnes ? 

De quelle manure trahirent-elles 
sa confiance ? 

Qu’est-ce que Delatour perdit su- 
bitement ? 


C’est la vingt-septi6me. 

II ne doutait pas que son fils ne 
repondit & son attente. 

“ Quelque place que tu remplisses, 
je ne doutais pas que tu ne re- 
pondisses a mon attente.” 

Les professeurs les plus distin- 
gues. 

II s’instruira. 

II deviendra celebre. 

II benira son p&re. 

lie lui avoir ouvert la carri&re de 
la vraie gloire. 

Celle que l’on tient de soi-meme, 
et non de ses aieux. 

Des personnes sur l’honneur des- 
quelles il croyait pouvoir comp¬ 
ter. 

Elies trahirent sa confiance. 

De la maniere la plus honteuse et 
la plus infame. 

Le fruit de trente ans de travail. 





TWENTY-SEVENTH LESSON. 


213 


Perdit- il en plusieurs fois le fruit 
de son travail ? 

Savez-vous comment il le perdit ? 

Pendant combien de temps De- 
latour avait-il travaille, quand 
il perdit ses epargnes ? 


ISTon; il le perdit subitement. 

Oui; ce fut par la banqueroute 
de deux maisons de commerce. 
Pendant trente ans. 


SENTENCES FOR ORAL TRANSLATION. 


TO BE TURNED INTO ENGLISH. 

Je suis alle chez vous hier, mais 
vous n’y etiez pas. 

On me l’a dit. Je suis bien fache 
de ne pas m’y etre trouve. 

J’ai un projet dont je desire vous 
entretenir. 

Je suis a votre disposition. 

J’ai quelques epargnes que je vou- 
drais utiliser. 

C’est bien facile. 

Pas si facile que vous le croyez. 

Comment done cela ? 

Je ne voudrais pas m’exposer a 
perdre mon argent. 

Bien entendu. 

Et cependant je voudrais en re- 
tirer le plus possible. 

Vous avez raison. 

Je ne veux pas faire de specula¬ 
tions, parce que je n’y entends 
rien. 

Mais alors, que comptez-vous 
faire ? 

Si je pla^ais mon argent dans une 
maison de commerce ? 

Vous feriez peut-etre bien. 

Connaissez-vous la maison Jac¬ 
ques, Guillaume et compagnie? 

J’en ai entendu parler. 


TO BE TURNED INTO FRENCH. 

I called on you yesterday, but you 
were not at home. 

So I heard. I am very sorry I 
was out. 

I have a project I wish to speak 
to you about. 

I am at your service. 

I have a few savings that I wish 
to make the best of. 

That is very easy. 

Not so easy as you think. 

How so ? 

I should not like to run the risk 
of losing my money. 

Of course. 

And yet 1 want to make it pro¬ 
duce as much as possible. 

You are right. 

I will not speculate, because I am 
unfit for it. 

Well, then, what do you intend 
to do ? 

Suppose I were to place my 
money in a commercial house ? 

Perhaps you would do well. 

Do you know the firm of James, 
William and company? 

I have heard of it. 





2U 


TWENTY-SEVENTH LESSON. 


Est-elle bonne ? 

Je le crois. 

On me dit que si j’y place mon 
argent, il me rapportera de dix 
k douze pour cent. 

Cela ne m’etonne pas. 

Que me conseillez-vous ? 

Je vous conseille de ne pas trop 
vous presser. 

Yous pensez done que la maison 
n’est pas sftre ? 

Je ne dis pas cela. Mais je pren- 
drai des informations. 

Yous etes bien bon. 

Ou vous retrouverai-je ? 

Ou vous voudrez. Donnez-moi 
un rendez-vous. 

Eh bien, chez moi, demain, k deux 
heures. 

J’y serai. 


Is it solvent ? 

I believe it is. 

They tell me that if I place my 
money there, it will produce 
between ten and twelve per 
cent. 

I should not be surprised if it 
did. 

What do you advise me to do ? 

I advise you not to be too hasty. 

So, yon think the house is not to 
be trusted ? 

I do not say that. But I will 
make some inquiries. 

You are very kind. 

Where shall I meet you again ? 

Where you please. Make an ap¬ 
pointment. 

Well, at my place, to-morrow, at 
two o’clock. 

I will be there. 



SECOND DIVISION.—THEORETICAL PART. 

Vingt-septieme, twenty-seventh, comes from vingt-sept, 
twenty-seven. 

Les professeurs les plus distingues. 
the most distinguished professors. 

248. When an adjective, in the superlative degree, precedes 
the substantive, one article serves for both; as, Les plus grands 
garcons , the largest boys: but when the adjective follows, the 
article must be repeated before it. 

De la maniere la plus honteuse et la plus infame, 
in the most shameful and infamous manner. 

249. When there are several adjectives, the article is repeated 
each time before the words plus, more; moms, less; mieux, better. 




TWENTY-SEVENTH LESSON. 21 5 

Ouvert is the past participle of ouvrir , to open, one of the 
jraost important irregular verbs in French. 


Conjugation of the Irregular Verb Ouvrir, to open. 

INFINITIVE MOOD. 

Ouvrir , to open. 

Present Participle. Past Participle. 

Ouvrant , opening. Ouvert , opened. 


INDICATIVE MOOD. 
Present Tense. 


Touvre , 

Tu ouvres, 

II ouvre , 

Nous ouvrons , 
Fows ouvrez , 
//s ouvrent , 


I open, 
thou openest, 
he opens, 
we open, 
you open, 
they open, 


am opening, 
art opening, 
is opening, 
are opening, 
are opening, 
are opening, 


or do open, 
or dost open, 
or does open, 
or do open, 
or do open, 
or do open. 


J'ouvrciis , 

Imperfect. 

I opened, 

or was opening. 

Tu ouvrais , 

thou openedst, 

or wast opening. 

II ouvrait , 

he opened, 

or was opening. 

Nous ouvrions , 

we opened, 

or were opening. 

Fows ouvriez , 

you opened, 

or were opening. 

//s ouvraient , 

they opened, 

or were opening 

Past Tense Definite. 

J'ouvris, 

I opened, 

or did open. 

Tu ouvrisj 

thou openedst, or didst open 

II ouvrit , 

he opened, 

or did open. 

Nous ouvrimes , 

we opened, 

or did open. 

Fows ouvrites , 

you opened, 

or did open. 

//6‘ ouvrirent, 

they opened, 

or did open. 


216 


TWENTY-SEVENTH LESSON. 


Pouvrirai , 

Tu ouvriras, 

// ouvrira, 

Nous ouvrirons , 
Ferns ouvrirez, 
77s ouvriront, 


Future. 

I shall open, or will open, 
thou shalt open, or wilt open, 
he shall open, or will open, 
we shall open, or will open, 
you shall open, or will open, 
they shall open, or will open. 


CONDITIONAL MOOD. 

J'ouvrirais , I should open, or would open. 

Tu ouvrirais , thou shouldst open, or wouldst open, 

II ouvrirait , he should open, or would open. 

Nous ouvririons, we should open, or would open. 

Vous ouvririez , you should open, or would open. 

Ils ouvriraient , they should open, or would open. 


IMPERATIVE MOOD. 

Ouvre , open (thou). 
Ouvrons , let us open. 
Ouvrez , open (you). 


SUBJUNCTIVE MOOD. 
Present Tense. 


f ouvre, 

Que tu ouvres, 
ouvre, 

Que nous ouvrions, 
Que vous ouvriez , 
Qu'ils ouvrent , 


that I may open, 
that thou mayst open, 
that he may open, 
that we may open, 
that you may open, 
that they may open. 


Subjunctive Past. 

Que fouvrisse, that I might open. 

Que tu ouvrisses, that thou mightst open. 

Qu'il ouvrit, that he might open. 

Que nous ouvrissions, ■ that we might open. 
Que vous ouvrissiez , that you might open. 

Quails ouvrissent, that they might open. 


TWENTY-SEVENTH LESSON. 217 

250. Thus are conjugated couvrir , to cover; decouvrir, to 
discover, etc. 

Celle que Ton tient, that which one holds. 

251. The r before on is merely euphonic, and used after et , 
si, ou, que, and to avoid the hiatus. It may, however, be 
omitted after que, this word being contracted into qu 1 before a 
vowel. We might accordingly say, Celle qu’on tient. 

Et non de ses aieux , and not from one’s ancestors. 

252. Non is often used for not , instead of ne pas , particu¬ 
larly in elliptical phrases where the verb is not repeated, as in 
this instance: “ La gloire que Von tient de soi-meme et non de 
ses aieux” which stands for “ La gloire que Von tient de soi-meme 
et que Von ne tient pas de ses aieux” 

Aieux is the irregular plural of aieul. 

Aieul has two forms in the plural: aieuls and aieux. The 
first is used only for grandfathers. Aieux signifies ancestors or 
forefathers. 

Pes personnes sur Vhonneur desquelles, 
some persons on whose honor. 

253. Dont is never preceded by a preposition. Accord¬ 
ingly, when whose follows one, it must be rendered by duquel, 
de laquelle, desquels, or desquelles , placed after the substantive 
in connection with whose. 

Personne, as a substantive, is always feminine, even when it 
is used to denote persons of the male sex. So, in speaking of a 
man, we should not say, Cest un excellent personne, but, C'est 
une excellente personne, he is an excellent person. Personne is 
not always a substantive. It will be seen later as an indefinite 
pronoun, signifying nobody , anybody, in which case it is always 
masculine and singular. 

Je croyais pouvoir compter, I thought I might rely. 

254. Two verbs in the infinitive mood are often placed in 
succession, the second being the regimen of the first. 

Honneur, honor, is masculine by exception. 

Pouter , to doubt; distinguer, to distinguish ; and compter, to 

10 


218 


TWENTY-SEVENTH LESSON. 


count, to intend, to rely, are regular verbs of the first conjuga¬ 
tion : remplir , to fill; benir, to bless ; and trahir , to betray, are 
of the second: repondre , to respond, to answer; and perdre, to 
lose, are of the third. Instruire , to instruct, is conjugated like 
conduire , to conduct, and devenir like venir , to come. 

Tenir , to hold; savoir, to know ; and pouvoir , to be able, are 
irregular verbs, which will be explained later. 


EXEKCISES, 

TO BE TRANSLATED INTO FRENCH. 


15. I do not cover. 

16. He does not cover. 

17. We do not cover. 

18. You do not cover. 

19. They do not cover. 

20. I was not covering. 

21. I did not cover. 

22. I shall not cover. 

23. I should not cover. 

24. Let us not cover. 

25. Do not cover. 

26. Not to cover. 

27. Not covering. 

28. I have not covered. 


1. I cover, 250. 

2. He covers. 

3. We cover. 

4. You cover. 

5. They cover. 

6. I was covering: 

7. I did cover. 

8. I shall cover. 

9. I should cover. 

10. Let us cover. 

11. Cover. 

12. To cover. 

13. Covering. 

14. I have covered. 


29. That man is a false friend ; he will betray you.—30. How 
will this man feed his children ?—31. Our forefathers were not 
wiser than we.—32. They have had much courage.—33. I have 
lost my fortune, but not my cheerfulness, 252.—34. Go with those 
gentlemen.— 35. He loves his children too much.—36. He does 
not love his parents enough.—37. We have had a long con¬ 
versation to-day.—38. We shall hear the most distinguished 
artists, 248.—39. The most useful men, 248.—40. The most 
intelligent boys, 248.—41. Do you hear me?—42. I hear you.— 
43. Fill the basket of that worthy man.—4,4. I thought I could 
distinguish myself, 254.—45. We thought we could recite 
well, 254. 



TWENTY-EIGHTH LESSON; 


219 


TWENTY-EIGHTH LESSON. 

FIRST DIVISION.-PRACTICAL PART. 

TEXT. 

LITERAL TRANSLATION. 

Vingt-liuiti&me le^on. 

“ftuand tu revins an domicile paternel, 

retnrnedst domicile paternal 

tu pretend is que tu n’etaas pas fait pour 

pretendedst wast made 

manier des outils. Tn in’assuras que tn 

to handle „ tools assuredst 

reOechissais am inoyens de tirer parti de 

reflectedst means to draw advantage 

tes liautes facultes; car tu pretendais etre 

high faculties pretendedst 

propre a tout, et personne n’etait mieui 

proper nobody better 

dispose que moi a te crolre. Tu finis par 

disposed . to believe finishedst 

me demaaider du tesnps pour te decider 

to ask * to decide 

sur le choax d’un etat. H’autres, a ma 

choice state (condition) 

place, auraient ete durs et sev&res. Tu 

place wojild have been hard severe 

sals poairtant avec quelle indulgeaice tu 

however what indulgence 

fus ecoute. Tu n ? eus pas de peine at 

wast listened (to) hadst pain (difficulty) 


220 TWENTY-EIGHTH LESSON. 

obtenir de ma tendresse les delais que t« 

tenderness delays 

souhaitais.” 

wishedst 


THE SAME IN GOOD ENGLISH. 

“ When you were again under the paternal roof, you said that 
you were not made to handle tools. You assured me that you 
were musing on the best way of employing your eminent facul¬ 
ties ; for you boasted of being fit for any thing, and no one was 
better disposed than I to believe you. At last, you begged I 
would grant you time to make up your mind as to the choice of. 
a profession. Others, in my place, would have been harsh and 
severe. You know, however, with what indulgence you were 
listened to. You had no difficulty to obtain from my fondness 
the delay you wished for.” 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


Quelle est cette leqon ? 

Quand Alexis pretendit-il qu’il 
n’etait pas fait pour manier des 
o utils ? 

Que pretendit-il, quand il revint 
au domicile paternel ? 

A quoi reflechissait-il, quand il 
revint, au domicile paternel ? 

En etes-vous sdr? 

A quoi pretendait-il 6tre propre ? 

Eelatour etait-il dispose k le 
croire? 

Pourquoi Alexis demanda-t-il du 
temps ? 

Que demanda-t-il, pour se deci¬ 
der sur le choix d’nn etat? 


C’est la vingt-huitiSme. 

Quand il revint au domicile pa¬ 
ternel. 

Qu’il n’etait pas fait pour manier 
des outils. 

Aux moyens de tirer parti de ses 
liautes facultes. 

Non. Mais il assura a son p6re 
qu’il y reflechissait. 

A tout. 

Personne n’etait mieux dispose 
que lui k le croire. 

Pour se decider sur le choix d’un 
etat. 

Il demanda du temps. 





TWENTY-EIGHTH LESSON. 


221 


Comment d’autres, a la place du 
pore, auraient-ils ete ? 

Comment Alexis fut-il ecoute ? 

Par qui fut-il ecoute avec indul¬ 
gence ? 

Qu’est-ce qu’il n’eut pas de peine 
a obtenir de son pere ? 

Lui fut-il difficile d’obtenir les de- 
lais qu’il soubaitait ? 

Par quel sentiment son p6re fut-il 
guide ? 


Us auraient ete durs et sev&res. 

Avec indulgence. 

Par son pdre. 

Les delais qu’il souhaitait. 

Non. II n’eut pas de peine k les 
obtenir. 

Par la tendresse. 


SENTENCES FOR ORAL TRANSLATION. 


TO BE TURNED INTO ENGLISH. 

Vous avez 1’air bien serieux. A 
quoi pensez-vous ? 

Je pense k aller en France. 

Quand vous proposez-vous d’y 
aller ? 

Aussit6t qu’il me sera possible de 
me faire comprendre. 

Croyez-vous que ce sera bientot? 

Mais, oui, je l’esp^re. 

Yous etes plus avance que moi. 

Je ne sais pas. Mais je commence 
k trouver des mots avec plus 
de facilite. 

Je trouve qu’il est plus facile de 
parler que de comprendre. 

Moi aussi. 

Les Frangais parlent trop vite. 

Nous nous imaginons cela, parce 
que nous n’avons pas l’habitude 
de les entendre. 

Ils ne parlent pas plus vite que 
nous. 

Ne trouvez-vous pas que notre 


TO BE TURNED INTO FRENCH. 

You look very serious. What are 
you thinking about ? 

I am thinking of going to France. 

When do you purpose going 
thither ? 

As soon as I can make myself 
understood. 

Do you think it "will be soon ? 

Why, yes, I hope it will. 

You are more advanced than I 
am. 

I don’t know that. But I begin 
to find words with greater fa¬ 
cility. 

I find it more easy to speak than 
to understand. 

So do I. 

The French speak too fast. 

We imagine so, because we have 
not the habit of hearing them. 

They do not speak faster thaD 
we. 

Don’t you find that our friend 





222 


TWENTY-EIGHTH LESSON. 


ami Jacques parle tres-distinc- 
tement ? 

Oui. J’entends tout ce qu’il dit. 

C’est qu’il a la complaisance de 
parler doucement. 

Si vous voulez, nous ferons en¬ 
semble le voyage de France. 

Avec le plus grand plaisir. 

Oe sera un voyage tres-agreable. 

Et tr^s-instructif en meme temps. 

Nous irons d’abord k Boulogne, 
ou nous passerons quelques 
jours. 

Est-ce que vous y avez des con- 
naissances ? 

Oui, j’y ai des amis qui nous fe- 
ront une bonne reception. 

De la nous nous rendrons a Paris 
en six ou sept lieures. 

Ce sera charmant Quand parti- 
rons-nous ? 

Dans quinze jours, si vous voulez. 

Je serai pret. 

Eh bien, c’est entendu. 


James speaks very distinctly ? 

Yes. I understand all that he 
says. 

It is because he has the kindness 
to speak slowly. 

If you are disposed, we will take 
our trip to France together. 

With the greatest pleasure. 

It will be a very agreeable jour¬ 
ney. 

And a very instructive one, at the 
same time. 

We shall first go to Boulogne, 
where we shall spend a few 
days. 

Have you any acquaintances 
there ? 

Yes, I have some friends there, 
who will give us a good recep 
tion. 

From there we shall reach Paris 
in six or seven hours. 

It will be charming. When shall 
we start ? 

In a fortnight,* if you will. 

I shall be ready. 

Well, it is agreed on. 


SECOND DIVISION.—THEOEETICAL PART. 

Yingt-huitieme, twenty-eighth, comes from vingt-huit, 
twenty-eight. 

Tu revins, thou didst come back. Tu fus, thou wast. 

Tu ni’assuras, thou didst assure me. Ta finis, thou didst finish. 

Tu pretendis, thou didst pretend. Tu n'eus pas, thou hadst not. 

255. Most French verbs end in the past tense definite with 
is, is, it, imes, ites, irent; 
or with us, us, ut, umes, utes, urent. 






T W K N TY-EIGHT H LESSO N. 


223 


Je finis , I did finish. 

Tu finis , thou didst finish. 
II finit, he did finish. 

Nous fi.nhnes , we did finish. 
Vous finites , you did finish. 
Ils finirent , they did finish. 


Jeus , I did have. 

Tu eus , thou didst have. 

II eut , he did have. 

iVows dimes , we did have. 
Fows you did have. 

//*• eurent , they did have. 


256. But those of the first conjugation end with 

ai, as, a, &mes, &tes, erent. 

Je parlai , I did speak. Nous parlames , we did speak, 

^w parlas , thou didst speak. Fows parlates, you did speak. 

II parla , he did speak. 7/s parl&rent , they did speak. 

The only exceptional words to rule 255 are vewir, to come, and 
tenir, to hold, whose inflections are as follows: 

Je vins , tu vins , i/ -yirci, nous vinmes , vows vintes, ils vinrent . 
i/e tferas, tu tins , im/, wows tinmes , ?;ows tintes, ils tinrent. 

257. It is often difficult to decide between the use of the past 
tense definite and imperfect, whether to say j’avais or j’eus ; 
the better way is to change the English into was having, used 
to have, or did have ; rendering was having and used to 
have by avais, and did have by eus. In case of doubt, 
however, it will be best to use the perfect, j’ai eu, I have had. 


Personne detail mieux dispose , 
no one was better disposed. 

258. Personne, as an indefinite pronoun, is always mascu¬ 
line, singular, and used without an article or any determinate 
word. With the negative ne , it signifies no one , none , nobody. 
Without the negative, it corresponds to any one , or anybody. 

259. Mieux, better , should not be confounded with meilleur, 
better. Mieux is the comparative of the adverb bien, well; 
while meilleur is the comparative of bon, good. 

D'autres auraient ete durs , 
others would have been hard. 

260. The participle ete, been , is always invariable. 


224 


TWENTY-EIGHTH LESSON. 


Tu sais is the second person sing, of the indicative present of 
savoir , to know, one of the most necessary irregular French verbs. 

261. So,voir differs from connaitre , inasmuch as savoir is ap¬ 
plied to things , and connaitre to persons. —Ex. To know a thing, 
savoir une chose ; to know a person, connaitre une personne. 


Conjugation of the Irregular Verb Savoir, to know. 

INFINITIVE MOOD. 

Savoir , to know. 

Present Participle. Past Participle. 

Sachant , knowing. Su , known. 


Je sais , 

Tu sais , 

II sait, 

Nous savons, 
Vous savez , 
Its savent, 


INDICATIVE MOOD. 


Present Tense. 


I know, 
thou knowest, 
he knows, 
we know, 
you know, 
they know, 


am knowing, 
art knowing, 
is knowing, 
are knowing, 
are knowing, 
are knowing, 


or do know, 
or dost know, 
or does know, 
or do know, 
or do know, 
or do know. 


Imperfect. 


Je savais , 

Tu savais , 

II savait , 
Nous savions, 
Vous saviez , 
Its savaient , 


I knew, 
thou knewest, 
he knew, 
we knew, 
you knew, 
they knew, 


or was knowing, 
or wast knowing, 
or was knowing, 
or were knowing, 
or were knowing, 
or were knowing. 


Past Tense Definite. 


Je sus , 

Tu sus , 

II sut , 

Nous sumes, 
Vous stites , 
Its surent, 


I knew, 
thou knewest, 
he knew, 
we knew, 
you knew, 
they knew, 


or did know, 
or didst know, 
or did know, 
or did know, 
or did know, 
or did know. 


TWENTY-EIGHTH LESSON, 


225 


Je saurai , 

Tu sauras , 

II saura , 
Nous saurons , 
Vous sa.urez , 
Ils sauront , 


Future. 

I shall know, 
thou shalt know, 
he shall know, 
we shall know, 
you shall know, 
they shall know, 


or will know, 
or wilt know, 
or will know, 
or will know, 
or will know, 
or will know. 


CONDITIONAL MOOD. 


Je saurais, 

Tu salt rais, 

II saurait , 
Nous saurions , 
Vous sauriez , 
Ils sauraient , 


I should know, 
thou shouldst know, 
he should know, 
we should know, 
you should know, 
they should know, 


or would know, 
or wouldst know, 
or would know, 
or would know, 
or wt)uld know, 
or would know. 


i 

IMPERATIVE MOOD. r 

Sache , know (thou). 
Sachons , let us know. 
Sachez , know (you). 


SUBJUNCTIVE MOOD. 


Present Tense. 


Que je sache , 

Que tu saches , 
Qu'il sache , 

Que nous sachions , 
Que vous sachiez , 
Qu'ils sachent , 


that I may know, 
that thou mayst know, 
that he may know, 
that we may know, 
that you may know, 
that they may know. 


Subjunctive Past. 


Que je susse , 

Que tu susses, 
Qu'il stit, 

Que nous sussions , 
Que vous sussiez , 
Qu'ils sussent , 


that I might know, 
that thou mightst know, 
that he might know, 
that we might know, 
that you might know, 
that they might know. 

10 » 


226 


TWENTY-EIGHTH LESSON. 


Domicile, domicile, is masculine by exception. 

Manier, to handle ', assurer, to assure ^ disposer, to dispose, 
tirer, to draw, to pull} demander, to ask 5 decider, to decide 5 
ecouter, to listen to; souhaiter, to wish, are regular verbs of the 
first conjugation; rejlechir, to reflect, is of the second; and 
pretendre, to pretend, of tbe third. 

Revenir, to return, is conjugated like venir, to come. Obtenir, 
to obtain, is an irregular verb, which will be explained later. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


16. I did like, 256. 

17. He did like. 

18. We did like. 

19. You did like. 

20 . They did like. 

21. I did languish, 255. 

22 . He did languish. 

23. We did languish. 

24. You did languish. 

25. They did languish. 

26. I did answer, 255. 

27. He did answer. 

28. We did answer. 

29. You did answer. 

30. They did answer. 


1. I did ask, 256. 

2 . He did ask. 

3. We did ask. 

4. You did ask. 

5 . They did ask. 

6 . I did reflect, 255. 

7. He did reflect. 

8 . We did reflect. 

9 . You did reflect. 

10 . They did reflect. 

11. I did pretend, 255. 

12 . He did pretend. 

13. We did pretend. 

14. You did pretend. 

15. They did pretend. 


31. Hid you like the style of that poet?—32. You did lose all 
your money.—33. Defend me, as you defended your comrade.— 
34 . You did occupy an important place.—35. Why did you not 
work?—36. You were finishing your task when we arrived, 257. 
—37. *He saw nobody, and nobody saw him, 257.—38. There 
is nobody in the house.—39. Why did you weep this morn¬ 
ing? 257.—40. Nobody has been forgotten.—41. He assured me 
that he would study, 257.—42. Do not handle any thing.—43. This 
horse draws well, but that one draws better, 259.—44. That boy 
is better than this one, 259.—45. He studies better, 259. 



TWENTY-NINTH LESSON. 


227 


TWENTY-NINTH LESSON. 

FIEST DIVISION.-PEACTICAL PAET. 

TEXT. 

LITERAL TRANSLATION. 

Vingt-neuvi&nie lecon. 
u Quaild done te decideras-tu ? Si tu 

- thyself wilt decide 

avais du cceur, tu ne souflfrirais pas que 

nadst heart (spirit) wouldst suffer 

ton p£re epuisat pour te faire vivre ce 

exhausted (suhj.) to live 

qui lui reste de vig'iieur et de saute. Tu 

to him remains vigor health 

t’empresserais au contraire de le soulager 

wouldst hasten contrary to relieve 

dans tous les details de ses travaux. Tu 

particulars labors 

n’attendrais pas qti’il t’en priat. Tu 

wouldst wait till of it prayed (suhj.) 

serais heureux de diminuer ses fatigues 

wouldst be happy to diminish fatigues 

en en prenant ta part. Entln, tu 

in (by) of them taking share 

aurais besoin de V aequitter.de ce que 

wouldst have want thyself to acquit 

tu ilui dois. aie de la fennet£, 

to him owest Let us go (come) have firmness 


223 


TWENTY-NINTH LESSON. 


chi gourd is - toi ? et sois mon soistien 9 

remove numbness from be support 

an lieu d’etre une charge pour moi.” 

instead burden 


THE SAME IN GOOD ENGLISH. 

“ But when will you have made up your mind ? If you were 
a lad of any spirit, you would not suffer your father to exhaust 
the remainder of his health and vigor to sustain you. You would 
on the contrary have at heart to relieve him in the different 
branches of his business. You would not wait for his asking. 
You would be happy to lessen his fatigues by taking your share 
of them. In short, you would feel that you ought to repay the 
obligations you are under to him. Come, a little resolution, stir 
yourself, and be my support, instead of being a burden to me.” 


QUESTIONS AND ANSWERS FOE CONVERSATION. 


Quelle est cette legon ? 

Par quelle question cette le<jon 
commence-t-elle ? 

A qui cette question est-elle faite ? 

Par qui est-elle faite ? 

Si Alexis avait du coeur, qu’est-ce 
qu’il ne souffrirait pas ? 

En quoi s’empresserait-il de sou- 
lager son pere ? 

Que s’empresserait-il de faire ? 

Que n’attendrait-il pas ? 

Que serait-il heureux de faire ? 


C’est la vingt-neuvi&me. 

Quand done te decideras-tu ? 

A Alexis. 

Par son pere. 

Que son pere epuis&t pour le 
faire vivre ce qui lui reste de 
vigueur et de sante. 

Dans tous les details de ses tra- 
vaux. 

II s’empresserait de soulager son 
pere dans tous les details de 
ses travaux. 

II n’attendrait pas que son pere 
l’en pri&t. 

De diminuer les fatigues de son 

pere. 





TWENTY-NINTH LESSON. 


229 


Comment diminuerait-il les fati¬ 
gues de son pere? 

Quel besoin a-t-on quand on doit 

• quelque chose et qu’on a du 
cceur ? 

De quoi Alexis aurait-il besoin, 
s’il avait du coeur ? 

Pour qui Alexis etait-il une 
charge ? 

Uri fils doit il etre une charge 
pour son p6re ? 

Par quelles exhortations le p£re 
finit-il ? 


En en prenant sa part. 

On a besoin de s’acquitter. 

De s’acquitter de ce qu’il doit 4 
son p6re. 

Pour son p6re. 

Non. Il doit 6tre son soutien. 

“Allons, aie de la fermete, de- 
gourdis-toi, et sois mon soutien, 
an lieu d’etre une charge pour 
moi.” 


SENTENCES FOE ORAL TRANSLATION. 


TO BE TTJBNED INTO ENGLISH. 

Quelle heure est-il ? 

Il est quatre heures et demie. 

Nos amis arrivent a cinq heures, 
n’est-ce pas ? 

Oui, et vous savez qu’ils sont 
tr^s-ponctuels. 

Que ferons-nous en attendant ? 

Ce que vous voudrez. 

Voulez-vous faire une petite pro^ 
menade ? 

Nous n’en aurions pas le temps; 
il est trop tard. 

Jouons a quelque jeu. 

A quel jeu voulez-vous jouer ? 

Je.n’en sais rien. 

Youlez-vous un livre r ( 

Il n’y en a pas. 

En voici un. 

Je n’en veux pas. 

Pourquoi bftillez-vous ? 


TO BE TURNED INTO FRENCH. 

What o’clock is it ? 

It is half past four. 

Our friends arrive at five o’clock, 
don’t they ? ' 

Yes, and you know they are very 
punctual. 

What shall we do in the mean 
time? 

What you please. 

Will you take a little walk? 

We should not have time; it is 
too late. 

Let us play at some game. 

At what game will you play ? 

I don’t know. 

Will you have a book ? 

There are none. 

Here is one. 

Thank you, not for mo. 

Why do you yawn ? 





230 


TWENTY-NINTH LESSON. 


O’est que je suis assoupi. 

Mais d’oh cela vient-il? 

O’est ce livre qui me fait bailler. 

J1 s’y trouve une histoire en- 
nuyeuse. 

Quelle histoire ? 

Celle d’Alexis Delatour. 

Qu’est-ce que c’est qu’Alexis De¬ 
latour ? 

C’est un paresseux. 

Que falt-il ? 

11 ne fait rien. 

Un de ses amis lui fait un sermon. 

11 le prie de le laisser tranquille. 
Son pere lui fait un autre sermon. 

Cette histoire est-elle longue ? 
Elle n’en finit pas. 

11 est cinq heures. 

Nos amis ne sont pas loin. 

Allons k leur rencontre. 


Because I am drowsy. 

But what makes you so ? 

It is that book which makes me 
yawn. • 

It contains a tedious story. 

What story ? 

That of Alexis Delatour. 

Who is Alexis Delatour ? 

He is a lazy fellow. 

What does he do ? 

He does nothing. 

One of his friends reads him a 
lecture. 

He begs him to let him alone. 

His father reads him another lec¬ 
ture? 

Is the story a long one ? 

It is endless. 

It is five o’clock. 

Our friends are not far off. 

Let us go and meet them. 


SECOND DIVISION.—THEORETICAL PART. 


Vingt-neuvieme, twenty-ninth, comes from vingt - neuf ,\ 
twenty-nine. 

Tu serais heureux de diminuer , 
thou wouldst be happy to diminish. 

262. Adjectives, as well as verbs, are often followed by cer¬ 
tain prepositions, the use of which cannot always be determined 
by rules. The following list comprises the most necessary of 
such*adjectives, with the prepositions they govern : 

Aveuple sur , blind to. Conforme a, consonant with. 

Complice de , accessory to. Connu de y known to. 





TWENTY-NINTH LESSON. 


231 


Consolant pour, consolatory to. 
Constant dans, en, constant to. 
Content de, pleased with, to. 
Esclave de, slave to. 

Exact a, exact in, to. 

Expert en, expert in, at. 

Fdche de, sorry for, to— contre, 
angry with. 

Eou de, mad after; doting on. 
Furieux de, enraged at. 

Habile a, en, dans, skilful in, at. 
Heureux de, happy to. 

Honteux de,, ashamed of, to. 
Ignorant en, sur, de, ignorant 
in, of. 

Impatient de, impatient at, for, 
of, under, to. 

Inconcevable a, pour, incon¬ 
ceivable to. 

Inconsolable de, inconsolable for. 
Independant de, independent of. 
Infatigable a, indefatigable in. 
Ingenieux pour, a, ingenious 

in, to. 


Insatiable de, insatiable in. 
Insensible a, insensible of, to. 
Insolent avec, insolent to. 

Ivre de, intoxicated with. 

Lent a, slow in. 

Mecontent de, dissatisfied with. 
Officieux envers, officious to. 
Paresseux a, slow in. 

Propre a, proper, fit for, to. 
Reconnaissant de, grateful for 
— a, envers, grateful to. 
Redevable de, indebted for—a, 
indebted to. 

Responsable de, a, accountable 
for, to. 

Sensible a, sensible of, to. 
Severe, envers, a Vegard de, se¬ 
vere to. 

Surpris de, surprised at, to. 
Tributaire de, tributary to. 
Utile a, useful for, to. 

Vif a, quick in, to. 

Voisin de, neighboring to ; bor¬ 
dering on. 


En en prenant ta part, 
by taking thy share of them. 

The word en, which is repeated in this phrase, has two differ¬ 
ent meanings. The first time it is a preposition, corresponding 
to by. The second time it is a pronoun, signifying of them, and 
already explained. 

263. The preposition by, used in English before*the present 
participle, to denote the means or the manner of doing any 
thing, is rendered in French by en. 

Tu dois is the second person singular of the indicative present 
of devoir, to owe, ought, must,—one of the most important 
irregular. French verbs. 



232 


TWENTY-NINTH LESSON. 


Conjugation of the Irregular Verb Devoir, to owe. 

INFINITIVE MOOD. 

Devoir , to owe. 

Present Participle. Past Participle. 

Devant , owing. Du , owed. 


INDICATIVE MOOD. 
Present Tense. 


Je dois , 

I owe, am 

owing, 

or do owe. 

Tu dois , 

thou owest, art 

owing, 

or dost owe. 

II doit , 

he owes, is owing, 

or does owe. 

iVows devons , 

we owe, are 

owing, 

or do owe. 

Fows rfeyaz, 

you owe, are 

owing, 

or do owe. 

doivent y 

they owe, are 

owing, 

or do owe. 


ImperPect. 



Je devaisy 

I owed, 

or was 

owing. 

Tu devaiSy 

thou owedst, 

or wast owing. 

II devaity 

he owed, * 

or was 

owing. 

Nous devionSy 

we owed, 

or were owing. 

Vous devieZy 

you owed, 

or were owing. 

Ms devaienty 

they owed, 

or were owing. 


Past Tense Definite. 


Je due , 

Tu dus , 

II dut , 

Nous dumes , 
Fows 

//s durent , 

<7? devrai , 

Tu devras , 

// devra, 
Nous devrons , 
Fows devrez , 
Z/s devront , 


I owed, 
thou owedst, 
he owed, 
we owed, 
you owed, 
they owed, 


or did owe. 
or didst owe. 
or did owe. 
or did owe. 
or did owe. 
or did owe. 


Future. 

I shall owe, 
thou slialt owe, 
he shall owe, 
we shall owe, 
you shall owe, 
they shall owe, 


or will owe. 
or wilt owe. 
or will owe. 
or will owe. 
or will owe. 
or will owe. 


TWENTY-NINTH LESSON. 


233 


CONDITIONAL MOOD. 


Je devrais , 

Tu devrais, 

II devrait , 
Nous devrions , 
Ftms devriez y 
Ils devraienty 


I should owe, 
thou shouldst owe, 
he should owe, 
we should owe, 
you should owe, 
they should owe, 


or would owe. 
or wouldst owe. 
or would owe. 
or would owe. 
or would owe. 
or would owe. 


IMPERATIVE MOOD. 
Dois, owe (thou). 
DevonSy let us owe. 
DeveZy owe (you). 


SUBJUNCTIVE MOOD. 


Present Tense. 


Que je doivey 
Que tu doiveSy 
Qu'il doivey 
Que nous devionSy 
Que vous devieZy 
Qu'ils doiventy 


that I may owe. 
that thou mayst owe. 
that he may owe. 
that we may owe. 
that you may owe. 
that they may owe. 


Subjunctive Past. 


Que je dusse, 

Que tu dussesy 
Qu\l duty 
Que nous dussionSy 
Que vous dussiezy 
Qu'ils dussenty 


that I might owe. 
that thou mightst owe. 
that he might owe. 
that we might owe. 
that you might owe. 
that they might owe. 


264. Thus are conjugated the seven verbs which usually 
make up the third conjugation with many grammarians in 
French. (87.) Redevoir , to owe again; apercevoiry to perceive; 
recevoiry to receive ; concevoiry to conceive; decevoiry to deceive; 
percevoir, to collect. 

Party part, is feminine by exception. Contraire, contrary, is 
masculine, because it is an adjective used as a noun. (183.) 


234 


TWENTY-NINTH LESSON. 


Decider , to decide; epuiser, to exhaust; r ester ^ to remain * 
s'empresser , to hasten ; soulager, to alleviate ; prier, to pray, 
diminuer , to diminish ; and ocquitter , to acquit, are regular 
verbs of the first conjugation: degourdir, literally, to remove 
numbness, is of the second : and attendre , to wait, to expect, of 
the third. Souffrir , to suffer, and vivre, to live, **re irregular 
verbs, which will be explained later. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


If. I perceive, 264. 

18. He perceives. 

19. We perceive. 

20. You perceive. 

21. They perceive. 

22. I was perceiving. 

23. I did perceive. 

24. I shall perceive. 

25. I should perceive. 

26. Let us perceive. • 

27. Perceive. 

28. That I may perceive. 

29. That I might perceive. 

30. To perceive. 

31. Perceiving. 

32. I have perceived. 


1. I receive, 264. 

2. ’ He receives. 

3. We receive. 

4. You receive. 

5. They receive. 

6. I was receiving. 

7. I did receive. 

8. I shall receive. 

9. I should receive. 

10. Let us receive. 

11. Receive. 

12. That I may receive. 

13. That I might receive. 

14. To receive. 

15. Receiving. 

16. I have received. 


33. If you see your comrade, you will call him.— 34. If you 
had several children, how would you feed them?—35. Encour- 
age your workmen by your example.—36. Why would you not 
write to your mother?—37. You would understand, if you were 
attentive.—38. Let us eat some bread.—39. Let us play.—• 
40. The one undoes what the other does.—41. Can this child 
understand us?—42. Are you ready to answer me?—43. It is 
useful to study, 262.—44. He is pleased with us, 262.—45. I am 
sorry to have been so negligent, 262.—46. I am happy to see 
you, 262.—47. Where is your father?—48. He is at home. 



THIRTIETH LESSON. 


235 


THIRTIETH LESSON. 

FIRST DIVISION.-PRACTICAL PART. 

TEXT. 

LITERAL TRANSLATION, 

TreiUihiic Iccoia. 

Thirtieth 

Mats Alexis restait sourd a ces cxhorta- 

remained deaf exhorta- 

(ions. “ Mon pire,” sc disait-il, “ est en 

tions to himself 

ceci comme toutcs les vie Hies gens, qni nc 

this like old people 

veulent pas qu’on se dsvertisse, parce 

will one’s self divert (subj.) 

que rien ue les distrait, et qu’il leur est 

distracts to them 

difficile de comprendre line inani^re de 

difficult to understand 

voir diffferesite de | la leur. | II s’etonne 

different theirs wonders 

que je sois comme tons les jeimes gens. 

be 

II ne se plaindrait pas taut s’il etaif 

would complain so much 

moists age. II sentirast lui-meme I<* fee- 

aged would feel 

soin de distractiosas, et n’exigerait pas 

distractions would require 

que je fusse plus range qu’sfl ue l’a peut- 

were (subj.) sedate 


I 


236 THIRTIETH LESSON. 

etre et€ autrefois. It se pent qu’il ait 

formerly It may (be) have (subj.) 

raison aw fond, quoiqu’il pousse trop lolw 

bottom though push (subj.) 

la rigidife. Mais, bah l qu’il attende. 

rigidity pshaw wait (subj.) 

J’aurai bicn le temps dc piocher quand 

shall have to dig (to fag) 

il le faudra absoluinemt.” 

must (in the future) absolutely 


TEE SAME IE GOOD EEGLISE 

But Alexis turned a deaf ear to these expostulations. “ My 
father,” thought he, “ is in this respect like all old people, who 
will not allow one to divert one’s self, because nothing pleases 
them, and who can rarely enter into the views of other people. 
He wonders at my being like all young men. He would not 
complain so much if he were younger. He would feel the want 
of diversion himself, and would not expect me to be more steady 
than perhaps he was in his youth. He may be right upon the 
whole, though he carries his austerity too far. But, no matter, 
let him wait. I shall have plenty of time to fag, when it be¬ 
comes absolutely necessary.” 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


Quelle est cette legon ? 

A quoi Alexis restait-il sourd ? 
Alexis etait-il sensible aux exhor¬ 
tations de son p6re? 

Que disait-il de son p6re ? 

Qu'est-ce que les vieilles gens ne 
veulent pas ? 

Qu’est-ce qui les distrait ? 


O’est la trentteme. 

A ces exhortations. 

Non. II y restait sourd. 

u Mon pere est comme toutes les 
vieilles gens.” • 

Us ne veulent pas qu’on se diver- 
tisse. 

Rien ne les distrait. 





THIRTIETH LESSON. 


237 


Qu T est-ce qn’il leur est difficile de 
comprendre ? 

De quoi s’etonne le pere d’Alexis ? 

Qu’est-ce qu’il ne ferait pas s’il 
etait moins kge ? 

Que sentirait-il lui-meme? 

Qu’est-ce qu’il n’exigerait pas ? 

Aux yeux d’Alexis, le p6re a-t-il 
tort? 

Que pousse-t-il trop loin ? 

Alexis se decide-t-il k obeir k son 
p6re ? 

Quand aura-t-il le temps de pio- 
cher ? 

Que fera-t-il quand il le faudra 

• absolument? 

Dites-moi la meme chose, en yous 
servant d’une autre expression. 


Une manure de voir differente 
de la leur. 

II s’etonne que son fils soit comme 
tous les jeunes gens. 

II ne se plaindrait pas tant. 

II sentirait le besoin de distrac¬ 
tions. 

II n’exigerait pas que son fils fut 
plus range qu’il ne l’a peut-etre 
ete autrefois. 

Non. II se peut qu’il ait raison 
au fond. 

La rigidite. 

Non. II s’ecrie: u Bah qu’il 
attended’ 

Quand il ie faudra absoluruent 

II piochera. 

Il travaillera. 


SENTENCES FOR ORAL TRANSLATION. 


TO BE TURNED INTO ENGLISH. 

Savez-vous votre legon ? 

Je crois la savoir assez bien. 

Combien y a-t-il de genres en 
franpais ? 

Il y en a trois. 

Non, monsieur, il n’y en a que 
deux. 

Ah, oqi, c’est vrai: le masculin 
et le feminin. 

De quel genre sont les mots qui 
ne finissent pas par un e muet? 

11s sont du genre masculin. 

De quel genre sont ceux qui finis- 
sent par un e muet ? 


TO BE TURNED INTO FRENCH. 

Do you know your lesson ? 

I think I know it pretty well. 

How many genders are there in 
French ? 

There are three. 

No, sir, there are but two. 

Oh, yes, that’s true: the mascu¬ 
line and the feminine. 

Of what gender are the words 
that do not end in e mute ? 

They are of the masculine gender. 

Of what gender are those which 
end in e mute ? 





23S 


THIRTIETH LESSON. 


Us sont necessairement feminins. 

Pourquoi avez-vous dit necessai¬ 
rement ? 

Oomme il n’y a que deux genres, 
tout mot qui n’est pas mascu- 
lin est necessairement feminin. 

C’est juste. 

Est-ce que tous les mots qui finis- 
sent par un e muet sont femi¬ 
nins ? 

Non. II y a beaucoup decep¬ 
tions. 

Quelles sont les principales excep¬ 
tions ? Vous en souvenez-vous ? 

Non. Je les oublie toujours. 
Soyez assez bon pour me les 
redire. 

Les mots en ice sont masculins, 
comme vice, service. 

Ceux en age , comme village , 
courage. 

Ceux en aire sont masculins aussi. 

Voulez-vous m’en donner des 
exemples ? 

Yous ne repondez pas ? 

Je yous demande pardon, je pen- 
sais a autre chose. 

II me semble que cette etude ne 
vous amuse pas beaucoup. 

A yous parler franchement, je la 
trouve fort ennuyeuse. 

Pourquoi done prenez-vous des 
leQons? 

Parce que mes parents le veulent. 

Alors il faut avoir du courage. 

J'en aurai. * 

Vous en serez recompense par le 

SUCC&S. 


They are of course feminine. 

Why do you say of course ? 

As there are but two genders, 
every word that is not mascu¬ 
line is feminine of courso. 
Eight. 

Are all the words ending in e 
mute feminine ? 

No. There are many exceptions. 

What are the principal excep¬ 
tions ? Do you remember ? 

No. I always forget them. Be 
so kind as to repeat them to 
me. 

Words in ice are masculine, as 

vice , service. 

Those in age , as village , courage. 

Again, those in aire are mascu¬ 
line. 

Can you give me some examples ? 

You do not answer? 

I beg your pardon; I was think¬ 
ing of something else. 

I think this study does not amuse 
you very much. 

To speak the truth, I find it very 
tedious. 

Why then do you take lessons ? 

Because my parents wish it. 

Then you must have courage. 

I will. 

Success will be your reward. 




THIRTIETH LESSON. 


239 


SECOND DIVISION. — THEORETICAL PART. 


Trentieme, thirtieth, comes from trente , thirty. 

JEst en ceci, is in this. 

26o. This is translated by CGci, and that, by cola., when 
they can be replaced by this thing , or that thing, without ma¬ 
terially affecting the meaning of the sentence. (243.) 

Toutes les vieilles gens. 

Tous les jeunes gens. 

266. —1. The substantive gens is masculine, but, by an arbi¬ 
trary exception, the adjective which precedes it takes the feminine 
form when its termination is not e mute. And if this adjective 
is itself preceded by a definitive, as «n, tout , or certain, the 
definitive also takes the feminine form. Thus, we say: “ Une 
de ces vieilles gens—Toutes ces bonnes gens—Certaines mechantes 
gens.” 

2. The adjective takes the feminine gender only when it 
precedes gens, and never when it follows it. Accordingly we 
say : 11 Les vieilles gens sont serieux,” and not s6rieuses. 

3. When the adjective placed immediately before gens ends 
in e mute, and therefore presents no difference between the 
masculine and the feminine gender, the definitive which precedes 
it remains masculine, as in the phrase, “ Tous les jeunes gens.” 

Differente de la leur, different from theirs. 

The personal pronoun leur, to them, and the possessive 
adjective leur, leurs, their , have already been seen. 

267. Le leur. la leur, les leurs, is the possessive pro* 
noun answering to the English word theirs. Alike for both 
genders in the plural, the rules which govern its use are the 
same as those of le mien, le tien, le sien, le nbtre, le vdtre. (60.) 
This concludes the study of the possessive pronouns in French. 


240 


THIRTIETH LESSON. 


Masc. sing. Fein. sing. Masc. plur. Fem. plur. 

Le mien, la mienne,les miens, les miennes,mine. 
Le tien, la tienne, les tiens, les tiennes, thine. 

Le sien, la sienne, les siens, les siennes, his, hers. 

Le notre, la notre, les notres, les notres, ours. 

Le votre, la votre, les votres, les votres, yours. 

Le leur, la leur, les leurs, les leurs, theirs. 

268. These pronouns agree in gender and number with the 
object possessed, and not with the possessor. 

Ex. Ce chapeau est le sien , this hat is his or hers. 

II est difficile de comprendre , 
it is difficult to understand. 

269. In impersonal phrases, such as, II est difficile , it is diffi¬ 
cult ; il est necessaire , it is necessary : il semble utile , it seems 
useful; il devient facile , it becomes easy, etc., the adjective takes 
de before the infinitive that follows. 

Il sentirait, he would feel, is the third person singular of 
the conditional mood of sentir , to feel or to smell, one of the 

most necessary irregular French verbs. 

✓ 

Conjugation of the Irregular Verb Sentir, to feel. 

INFINITIVE MOOD. 

Sentir , to feel, or to smell. 

Present Participle. Past Participle. 

Sentant , feeling. Senti , felt. 

INDICATIVE MOOD. 

Present Tense. 

I feel, am feeling, or do feel, 

thou feelest, art feeling, or dost feel, 

he feels, is feeling, or does feel, 

we feel, are feeling, or do feel, 

you feel, are feeling, or do feel, 

they feel, are feeling, or do feel. 


Je sens , 

Tu sens , 

Il sent , 

Nous sentons , 
Vous sentez , 
Ils sentent, 


THIRTIETH LESSON. 


241 



Imperfect. 


Je sentais , 

I felt, or was feeling. 

Tu sentais , 

thou feltest, or 

wast feeling. 

7/ sen fait , 

he felt, or 

was feeling. 

JVoms sentions , 

we felt, or were feeling. 

Fbzzs sentiez , 

you felt, or were feeling. 

7/s sentaient , 

they felt, or were feeling. 

Past Tense Definite. 

Je sentis , 

I felt, 

or did feel. 

TV sentis. 

thou feltest, < 

or didst feel. 

II sentit , 

he felt, 

or did feel. 

JVoms sentim.es , 

we felt, 

or did feel. 

PVms sentites , 

you felt, 

or did feel. 

//s sentirent , 

they felt, 

or did feel. 


Future. 


Je sentirai , 

I shall feel, 

or will feel. 

TV sentiras , 

thou shalt feel 

, or wilt feel. 

II sentira , 

he shall feel, 

or will feel. 

Nous sentirons , 

we shall feel, 

or will feel. 

Poms sentirez , 

you shall feel, 

or will feel. 

77s sentiront , 

they shall feel, 

, or will feel. 

CONDITIONAL MOOD. 

Je sentirais, 

I should feel, 

or would feel. 

Tu sentirais , 

thou shouldst feel, or wouldst feel 

7Z sentirait, 

he should feel, 

or would feel. 

Nous sentirions , 

we should feel, 

or would feel. 

Poms sentiriez , 

you should feel, 

or would feel. 

77s sentiraient , 

they should feel, 

or would feel. 


IMPERATIVE MOOD. 

Sens , feel (thou). 
Sentons , let us feel. 
Sentez , feel (you). 

11 



242 


THIRTIETH LESSON. 


SUBJUNCTIVE MOOD. 


Present Tense. 


Que je sente , 

Que tu sentes , 
Qu'il sente , 

Que nous sentions , 
$we vows sentiez , 
Quails sentent , 


that I may feel, 
that thou mayst feel, 
that he may feel, 
that we may feel, 
that you may feel, 
that they may feel. 


Subjunctive Past. 


Que je sentisse , 

Que tu sentisses , 
$wh7 sentit, 

Que nous sentissions , 
$we vows sentissiez , 
Qu'ils sentissent , 


that I might feel, 
that thou mightst feel, 
that he might feel, 
that we might feel, 
that you might feel, 
that they might feel. 


270. Thus are conjugated consentir , to consent; pressentir, 
to foresee; ressentir , to experience, etc. 


Plus range qu’il ne Va ete. 

271. § 1. After plus , moms, mieux , meilleur , autre , and autre- 
ment , in comparative phrases, the word que must be followed by 
the negative ne, particularly when the principal proposition is 
affirmative ; as, II exige que je sois plus range, qu’il ne /’a ete. 

§ 2. When the principal proposition is negative, the word ne 
is usually omitted after que , if the compared quality is not denied 
or doubtful; as, II a ete range, et je ne le serai pas moins qu'il 
l'a. ete ; because here the quality of being sedate is not doubtful. 
But when the quality is not taken for granted, the negative ne 
is required in the second clause of the proposition, as in this 
example : II n'exigerait pas que je fusse plus range qu'il ne l'a 
peut-etre ete , which implies a doubt of the father’s steadiness. 

272. In comparative phrases constructed with aussi , auta.nt , 
plus , moins , and other similar adverbs, the verb which follows 
que must be preceded by the pronoun le. 

Qu'il attende , let him wait. 

273. It has been seen that the imperative mood is used only 
in the second person singular, and in the first and second person 


THIRTIETH LESSON. 


243 


plural; Let him wait , let them wait , are rendered by the sub¬ 
junctive mood, thus : Let him speak, qu'il parle. 

Raison, reason, is feminine by exception. 

Rester , to remain ; etonner , to astonish; exiger , to exact; 
pousser, to push; and piocher , to dig, are regular verbs of the 
first conjugation: divertir, to divert, is of the second: and 
attendre, to wait, to expect, of the third. Comprendre , to com¬ 
prehend, is conjugated like prendre , to take. 

Distraite, to distract, to amuse; and se plaindre , to complain, 
are irregular verbs, which will be explained later. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. This book is mine, 267. 

2. That house is his. 

3. This child is hers. 

4. That thing is ours. 

5. This work is yours. 

6. That shop is theirs. 

7. This tool is mine. 

8. That leaf is his. 

9. This paper is hers. 

10. That grammar is ours. 

11. This bench is yours. 

12. That place is theirs. 


13. These sleeves are mine, 267. 

14. Those copy-books are his. 

15. These studies are hers. 

16. Those boats are ours. 

17. These classes are yours. 

18. Those fish-hooks are theirs. 

19. These lines are mine. 

20. Those cakes are his. 

21. These savings are hers. 

22. Those baskets are ours. 

23. These saws are yours. 

24. Those nets are theirs. 


25. What do you think of this ? 265.—26. Leave that, and eat 
this, 265.—27. Do you believe that your friend betrays you?— 
28. We have our books, and you have yours, but our comrades 
have not found theirs, 267.-29. We have finished our task, but 
they have not finished theirs, 267.-30. He would write, if he 
had paper.—31. Would your horse drink, if I gave him some 
water?—32. Your mother would go to-morrow, if she had 
money.—33. He is not strong, though he eats much.—34. Let 
him sell his house, 273.-35. Let him defend himself, 273.— 
36. Let him follow us, 273.-37. One of those young men is my 
friend, 266.-38, It is useful to know the French language, 269. 



244 


THIKTY-FERST LESSON. 


THIRTY-FIRST LESSON. 

• FIRST DIVISION.-PRACTICAL PART. 

TEXT. 

LITERAL TRANSLATION . 

Trent© et uni&nte le^on. 
J/honnete artisan mournt pauvre, ne 

honest mechanic died 

laissant a son Ills que la somnae exigue c!e 

leaving sum scanty 

cinq cents francs, pour tout patrimoine. 

hundred francs patrimony 

Apr&s Penterrement, et quand les pre- 

burial 

inters transports de la douleur furent 

transports grief were 

calntes, Alexis se demand^ comment il 

calmed to himself asked 

pourrait fair© fructifier son faible capital. 

could to he fruitful feeble capital 

u Me voila livre a moi-nieme,” s© dit-il. 

delivered up myself * said 

66 It faut que je gagne de qtioi vim, ou 

earn (subj.) ^herewith 

qu© je meure de faint. II est grand temps 

die (subj.) hunger 

que j’aie de la resolution et que j’agisse. 

have (subj.) resolution act (subj.) 

•Fe fus insensible aux bonnes paroles de 

was insensible words 


THIRTY-FIRST LESSON. 


245 


Elion, p&re, taut qn’il vecnt. Je n ? cia§ point 

so long as lived had 

egard a §e§ prieres, et je m’ endurcis dans 

regard prayers myself hardened 

E^on egossBiie. HKaintenant, je geani§ de 

egotism Now groan 

si’avoir pas tenw coBBipte de §es avis, doBit 

kept account advices of which 

je sens la sagesse.” 

feel wisdom 


THE SAME IN GOOD ENGLISH. 

The honest mechanic died poor, leaving his son no other pat¬ 
rimony than a small sum of five hundred francs. After the 
burial, and when the first burst of grief had subsided, Alexis con¬ 
sidered how he could make his little capital most productive. 
“ Here I am,” thought he, “ left to my own resources. I must 
either earn a livelihood, or starve. It is high time for me to 
summon up resolution and to act. I was insensible to my father’s 
kind words, so long as he lived. I disregarded his entreaties, 
and was obdurate in my selfishness. Now, I lament having 
slighted his advice, for I feel the wisdom of it.” 


QUESTIONS AND ANSWERS FOR CONVERSATION 


Quelle est cette le^on ? 

Qui est-ce qui mourut pauvre ? 

A qui laissa-t-il la somme de cinq 
cents francs ? 

Que laissa-t-il k son fils ? 

Restait-il k Alexis autre chose que 
cette somme? 


C’est la trente et uni&me. 
L’honnete artisan. 

A son fils. 

La somme exigue de cinq c«.i.ts 
francs. 

Non. O’etait tout sonpatrimoine. 





THIRTY-FIRST LESSON. 


24tf 


Aprbs quoi Alexis se demanda-t-il 
comment il pourrait faire fructi- 
fier son faible capital ? 

Est-ce que ce fut longtemps apr6s 
l’enterrement ? 

Que se demanda-t-il ? 

Dans quelle position se trouvait- 
il? 

Que fallait-il qu’il fit, s’il ne vou- 
lait pas mourir de faim ? 

A quoi etait-il expose, s’il ne ga- 
gnait pas de quoi vivre? 

Avait-il encore le temps.d’etre 
oisif et de flaner ? 

A quoi fut-il insensible, tant que 
son p&re vecut ? 

Quand fut-il insensible aux bonnes 
paroles de son p6re ? 

A quoi n’eut-il point egard ? 

Dans quelle disposition s’endur- 
cit-il ? 

De quoi gemit-il apres avoir perdu 
son pere? 


Apr6s l’enterrement. 

Ce fut quand les premiers trans¬ 
ports de la douleur furent cal- 
mes. 

Comment il pourrait faire fructi- 
fier son faible capital. 

Il se trouvait livre k lui-meme. 

Il fallait qu’il gagn&t de quoi vivre. 

A mourir de faim. 

Non. Il etait grand temps qu’il 
eflt de la resolution et qu’il agit. 

Aux bonnes paroles de son pere. 

Tant que son p£re vecut. 

Aux prieres de son p^re. 

Dans son egoisme. 

De n’avoir pas tenu compte de ses 
avis—or, des avis de son p&re 


SENTENCES FOR ORAL TRANSLATION. 


TO BE TURNED INTO ENGLISH. 

D’ou venez-vous, mon cher ? 

De Uliez votre creancier. 

Ah! 

Avant tout, je m’empresse de 
vous dire qu’il accepte votre 
proposition. 

Cela me fait bien plaisir. 

J’ai eu de la peine k trouver sa 
maison. 


TO BE TURNED INTO FRENCH. 

Where do you come from, my 
dear fellow ? 

From your creditor’s. 

Oh! 

First of all, I hasten to tell you 
that he accepts your proposal. 

I am happy to hear it. 

It was difficult for me to find his 
house. 





THIRTY-FIRST LESSON. 


247 


Bah? 

Oui, von 9 m’aviez b"ien dit qne 
c’etait rue du Temple. 

Eh bien? 

Mais la rue du Temple est longue. 

Je vous avais dit pr6s du boule¬ 
vard. 

Je l’avais oublie. 

Comment avez-vous fait ? 

J’ai demande k un jeune homme, 
dans une boutique. 

Par un heureux hasard, il con- 
naissait M. Leroux. 

II a eu la bonte de me conduire 
jusqu’a sa maison. 

M. Leroux est-il jeune ou vieux ? 

C’est un homme d’un certain Age. 

Quel air a-t-il ? 

11 a Fair d’un fort brave homme. 

II etait k ecrire devant un bon 
feu. 

II vous a bien regu ? 

On ne peut mieux. 

On m’avait. dit qu’il etait dur et 
austere. 

Pas le moins du monde. 

Seulement, il est un peu sourd, 
de sorte que j’ai ete oblige de 
parler tres-haut. 

Nous nous sommes entretenus de 
votre affaire, et, comme je vous 
Pai dit, il n’a fait aucune diffi¬ 
culty. 

Vous etes un excellent gargon, et 
je vous suis bien oblige. 


Indeed ? 

Yes, you told me it was in Temple 
street. 

Well? 

But Temple street is long. 

I told yon near the boulevard. 

That I forgot. 

How did you manage ? 

I inquired of a young man, in a 
shop. 

Luckily, he happened to know 
Mr. Leroux. 

He had the kindness to show me 
to his house. 

Is Mr. Leroux young or old ? 

He is an elderly gentleman. 

What sort of a looking man is he 1 

He looks like a very honest man. 

He was writing before a good fire. 

He gave you a good reception ? 

He could not give me a better. 

I had been told he was hard¬ 
hearted and austere. 

Not in the least. 

Only, he is rather deaf, so that I 
was obliged to speak very loud. 

We talked about your affair, and, 
as I told you, he made no diffi¬ 
culty. 

You are an excellent fellow, and 
I am much obliged to you. 




248 


THIRTY-FIiiST LESSON. 


SECOND DIVISION. — THEORETICAL PAKT. 


Trente et unieme, thirty-first, comes from trente et ?m, thirty -one, 
' Exigue, scanty . 

274. The diaeresis (**) is placed over the letters e, ?, «, to 
show that they are to be pronounced distinctly from the vowels 
by which they may be accompanied. In exigue it indicates that 
the u has to be sounded. 

Cinq cents francs , five hundred francs. 

275. The numeral adjectives cent and vingt are the only 
ones that take the mark of the plural, and that only when pre¬ 
ceded by another number which multiplies them; as when we 
say, Deux cents , 200; trois cents , 300; quatre-vingts , 80. 

276. But when cent and vingt are followed by another 
number, they are invariable, thus : Deux cent trente , 230 ; 
quaire-vingt-trois , 83 ; quatre-vingt-dix , 90. 

A franc is worth 20 sous, or 18 cents and 6 mills. 

Pourrait is the third person singular of the conditional 
mood of pouvoir , to be able, one of the most necessary irregular 
verbs in French. 

Conjugation of the Irregular Verb Pouvoir, to be able. 


INFINITIVE MOOD. 

Pouvoir , to be able. 

Present Participle. Past Participle. 

Pouvant , being able. Pu , been able. 


INDICATIVE MOOD. 

Present Tense. 

Je peux , or puis , I can, or am able. 

Tu peux , thou canst, or art able. 

II peut, he can, or is able. 

Nous pouvons , we can, or are able. 

Vous 'pouvez , you can, or are able>, 

Ils peuvent , they can, or are able. 


THIRTY-FIRST LESSON. 


249 


Imperfect. 


Je pouvais, 

Tu pouvais , 

II pouvait , 
Nous pouvions , 
Vous pouviez , 
lls pouvaient , 


I could, 
thou couldst, 
lie could, 
we could, 
you could, 
they could, 


or used to be able, 
or usedst to be able, 
or used to be able, 
or used to be able, 
or used to be able, 
or used to be able. 


Past Tense Definite. 


Je pus , 

I could, 

or was able. 

Tu pus y 

thou couldst, 

or wast able. 

II put , 

he could, 

or was able. 

Nous piimes, 

we could, 

or were able. 

Vous putes , 

you could, 

or were able. 

lls purent. 

they could, 

or were able. 


Future. 


Je pourraiy 

I shall be able, 

or 

will 

be 

able. 

Tu pourras , 

thou shalt be able, 

or 

wilt 

be 

able. 

Tl p>ourra , 

he shall be able, 

or 

will 

be 

able. 

Nous pourrons , 

we shall be able, 

or 

will 

be 

able. 

Vous pourreZy 

you shall be able, 

or 

will 

be 

able. 

lls pourronty 

they shall be able, 

or 

will 

be 

able. 


CONDITIONAL MOOD. 


Je pourrais , 

Tu pourrais , 

II pourrait , 
Nous pourrions , 
Vous pourriez , 
lls pourraient , 


I should be able, 
thou shouldst be able, 
he should be able, 
we should be able, 
you should be able, 
they should be able, 


or would be able, 
or wouldst be able, 
or would be able, 
or would be able, 
or would be able, 
or would be able. 


This verb is not used in the imperative. 
ID 


250 


THIRTY-FIRST LESSON. 


SUBJUNCTIVE MOOD. 


Present Tense. 


Que je puisse, 

Que tu puisses, 
QuHl puisse, 

Que nous puissions , 
vous puissiez, 
Qu'ils puissent, 


that I may be able, 
that thou mayst be able, 
that he may be able, 
that we may be able, 
that you may be able, 
that they may be able. 


Subjunctive Past. 


Que je pusse, 

Que tu pusses, 
Qu'il put, 

Que nous pussions, 
Que vous pussiez, 
Qu'ils pussent, 


that I might be able, 
that thou mightst be able, 
that he might be able, 
that we might be able, 
that you might be able, 
that they might be able. 


Fructifier, to fructify. 

277. The termination fier corresponds to the English termina¬ 
tion fy : as in justifier, to justify; fortifier, to fortify ; signifier, 
to signify, etc. 

Insensible, insensible. 

278. The termination ible, like able, denotes aptness or 
fitness. It serves to form adjectives, about half of which are the 
same in both languages; as, sensible, insensible, possible , terrible . 

Tant que, when it refers to time, signifies, so long as, as 
long as. 

Tenir compte is an idiomatic locution, meaning to regard, 
to appreciate. 

Dont je sens la, sag esse. 

279. When of which is used in the sense of whose, and ren¬ 
dered by dont, the construction is the same as that pointed 
out by rules 233 and 234, and this pronoun must never follow 
the substantive which it determines, as of which does when we 
say, “ The wisdom of which I feel .” 

Patrimoine , patrimony; egoisme, egotism; and compte, ac¬ 
count, are masculine; faim, hunger, is feminine, by exception. 


THIRTY-FIRST LESSON. 


251 


Laisser , to leave; calmer , to calm ; demander , to ask; fruc- 
tijier , to fructify; livrer, to deliver, to surrender; and gagner , 
to gain, are regular verbs of the first conjugation : agir , to act; 
endurcir , to harden; and gemir , to moan, are of the second. 
Mourir , to die ; zhwe, to live ; and fenir, to hold, are irregular 
verbs, which will be explained later. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. Can I? - 

14. Can I not ? 

2. Can he ? 

15. Can he not ? 

3. Can we ? 

16. Can we not ? 

4. Can you ? 

17. Can you not ? 

5. Can they ? 

18. Can they not? 

6. Could I ? 

19. Could I not ? 

7. Could he ? 

20. Could he not ? 

8. Could we ? 

21. Could we not ? 

9. Could you ? 

22. Could you not ? 

10, Could they? 

23. Could they not ? ■ 

11. Shall I be able ? 

24. Shall I not be able ? 

12. Should I be able ? 

25. Should I not be able ? 

13. Have I been able? 

26. Have I not been able ? 


27. They wish to terrify you, 2 11. —28. The place was inac¬ 
cessible, 278.—29. I filled my basket with provisions.—30. He 
had seven hundred francs, and he gave me three hundred and 
fifty, 275, 276,—31, He found eighty gudgeons in his net, 275 
'—32. You have made me lose my time,—33. The parents made 
their children play,—34. What do you say?—35. What does 
this word signify ?—36, How do you say that in French ?— 
37. How many books have you ?—38. Where is your gram¬ 
mar ?—39. Give me the dictionary.—40. I cannot find it.— 
41. Where is it?—42. I have forgotten it.—43. Look for it.— 
44. Here it is.—45. Do not be so negligent. 



252 


THIRTY-SECOND LESSON. 


THIRTY-SECOND LESSON. 

FIRST DIVISION.-PRACTICAL PART. 

TEXT. 

LITERAL TRANSLATION. 

Trente-deaaxi&ane le^on. 
u Si nous ecotations ceiax qaai out de Pei- 

listened ex¬ 

perience, qaie de regrets nous nous 

perience how many regrets to ourselves 

epargnerions! llais nous liaissons tout 

should spare hate 

ce Qiai coaatrarie nos penchants ou nos 

counteracts 

gouts. iLes conseiis nous ohs&dent, et 

counsels (advice) tease 

nous les entendons avec ennui, sinon avec 

hear 

mepris. Et puis, quand viennent les ca- 

contempt then come ca- 

laanates qaae noais noaas soananes attirees 

lamities to ourselves attracted 

par notice propre tautc, nous noaas eca*ioaas : 

own fault exclaim 

6 C’est Men dommage que nous n^ayons pas 

damage (pity). 

caui ce qaa’on noaas disaitp Quoi qu’il en 

believed Whatever of it 

soit, il ne s’agit pas de se laanenter. 

may be acts lament 


THIRTY-SECOND LESSON. 


253 


Soyosis homsue. Jc vaincral 111011 

Let us be (Let me be) will conquer 

nature!. JDessaierai de m’appliquer a 

nature will try myself apply 

quelqtae chose de serieux $ je finical par 

will finish 

in 5 y accoutusner, et naes efforts me 

myself to it accustom efforts 

m&neronf a la fortune.” 

will lead 


THE SAME IN GOOD ENGLISH. 

“ Did we but listen to those who Lave had experience, what 
regrets we should spare ourselves ! Yet we hate every thing that 
thwarts our inclinations or our tastes. Advice annoys us, and 
we receive it with reluctance, if not with contempt. And after¬ 
wards, when calamities befall us, that we have drawn upon our¬ 
selves by our own fault, we exclaim : ‘ It is a great pity I did not 
believe what I was told! ’ Be this as it may, it is of no use to 
lament. I must behave like a man. I will vanquish my nature. 
I will try to apply myself to something serious-; I shall get into 
the habit of it with time, and my exertions will lead me to for¬ 
tune.” 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


Quelle est cette lec^on? 

Que nous epargnerions-nous, si 
nous ecoutions ceux qui ont de 
Pexperience? 

Que faudrait-il faire pour nous 
epargner des regrets? 

Que haissons-nous ? 


O’est la trente-deuxieme. 

Nous nous epargnerions des re¬ 
grets— or, beaucoup de regrets 
—or, bien des regrets. 

II faudrait ecouter ceux qui ont 
de l’exp'rience. 

Nous haissons tout ce qui contra- 
rie nos penchants ou nos gohts. 





254 


THIRTY-SECOND LESSON. 


Qu’est-ce qui nous obsede ? 

Comment les entendons-nons ? 

Qu’est-ce que nous nous attirons 
par notre propre faute? 

Que disons-nous, quand viennent 
ces calamites? 

Quand nous ecrions-nous: “ C’est 
bien dommage ? ” 

De quoi ne s’agit-il pas dans la 
position d’Alexis? 

Quelle exhortation Alexis se fait- 
il k lui-m6me ? 

Que vaincra-t-il ? 

Qu’essaiera-t-il de fMre ? 

S’y accoutumera-t-il ? 

A quoi ses efforts le m^neront-ils ? 

Qu’est-ce qui le menera k la for¬ 
tune? 


Les conseils. 

Nous les entendons avec ennui, 
sinon avec mepris. 

Nous nous attirons des calamites. 

Nous nous ecrions: “ C’est bien 
dommage que nous n’ayons pas 
cru ce qu’on nous disait.” 

Quand viennent les calamites que 
nous nous sommes attirees par 
notre propre faute. 

II ne s’agit pas de se lamenter 

II se dit: “ Soyons homme.” 

II vaincra son naturel. 

II essaiera de s’appliquer a quel- 
que chose de serieux. 

II dit qu’il finira par s’y accoutu- 
mer. 

Us le m&neront a la fortune. 

Ses efforts. 


SENTENCES EOR 

TO BE TURNED INTO ENGLISH. 

Croiriez-vous que je ne suis pas 
encore bien accoutume k la 
monnaie de France? 

C’est pourtant bien simple; nous 
n’avons que des francs et des 
centimes. 

Je sais bien que vous m’avez dit 
cela. 

Eh bien ? 

Eh bien, j’entends parler tous les 
jours de louis, de livres, de sous 
et de liards. 


ORAL TRANSLATION. 

TO BE TURNED INTO FRENCH. 

Would you believe it? I am not 
yet well used to French money. 

It is very simple, however; we 
have only francs and centimes. 

I know you told me so. 

Well? 

Well, I every day hear of louis, 
of livres, sous, and farthings. 






THIRTY-SECOND LESSON. 


255 


Ce sont de vieilles denominations 
dont on se sert encore quelque- 
fois. 

Hier, un jeune homme m’a pro¬ 
pose de jouer vingt-cinq louis. 

Que lui avez-vous repondu ? 

Je lui ai repondu que je n’aimais 
pas le jeu. Mais qu’est-ce que 
c’est que vingt-cinq louis ? 

Cela veut dire six cents francs, 
parce qu’autrefois un louis 
valait vingt-quatref^ivres, ou 
vingt-quatre francs. 

Une autre personne me disait 
dernterement qu’elle avait dix 
mille livres de rente. 

Cela veut dire un revenu de dix 
mille francs par an. 

Hoi, j’avais compris ten thousand 
\pounds . 

C’est bien different. 

Comment rendriez-vous en fran- 
9 ais, ten thousand a year f 

Nous dirions, dix mille livres ster¬ 
ling de revenu, ou bien deux 
cent cinquante mille francs de 
rente. 

Pourquoi dit-on quelquefois un 
livre, et quelquefois une livre ? 

Ce sont deux mots tout k fait dif- 
fe rents. 

Ce dictionnaire est un livre. 

Une livre est, comine je vous l’ai 
dit, un vieux mot pour un 
franc, ou bien encore pour la 
moi tic d’un kilogramme. 

Main tenant, qu’est-ce que c’est 
qu’une piece de cent sous ? 


They are old denominations which 
are still used now and then. 

I 

A young man proposed to me 
yesterday to stake twenty-five 
louis. 

What did you answer him ? 

I told him that I was not fond of 
gaming. But what is twenty- 
five louis ? 

It means six hundred francs, be¬ 
cause formerly a louis was 
twenty-four livres, or twenty- 
four francs. 

Another person told me lately 
that he {or she) had ten thou¬ 
sand livres de rente. 

It signifies ten thousand francs a 
year. 

I understood it to be ten thou¬ 
sand pounds. 

There is a wide difference. 

How would you express in 
French, “ ten thousand a 
year ? ” 

We should say “an income of 
ten thousand pounds sterling,” 
or, “two hundred and fifty 
thousand francs a year.” 

Why do people say sometimes 
un livre, and sometimes une 
livre ? 

They are two very different 
words. 

This dictionary is un livre, a 
book. 

A livre is, as I told you, an old 
j word for a franc; or for a 
pound (weight), the half of a 
I kilogram. 

! Now, what is a piece of a hun- 
I dred sous ? 




256 


THIRTY-SECOND LESSON. 


O’est une piece de cinq francs, 
qui equivaut au cinquieme 
d’une livre sterling. 

11 me reste encore une question k 
vous faire. 

Voyons. 

L’autre jour, j’ai entendu dire: 
“ Qa ne vaut pas deux liards.” 

J’ai compris qu’on parlait avec 
mepris de quelque chose. Mais 
qu’est-ce que c’est qu’un liard ? 

O’etait autrefois le quart d’un 
sou. 

Je vous suis bien oblige. 


It is a piece of five francs, which 
is equal to the fifth part of one 
pound sterling. 

I have one last question to ask 
you. 

Let me hear it. 

The other day, I heard, “It is 
not worth two farthings.” 

I understood that something was 
spoken of with contempt. But 
what is a farthing ? 

It was formerly the fourth part 
of on^ou. 

I am much obliged to you. 


SECOND DIVISION.—THEORETICAL PART. 

Trente-deuxi£me, thirty-second, comes from trente-deux, 
thirty-two. 

Que de regrets! what regrets! 

280. Que is used for combien in exclamative phrases, and 
corresponds to how , how much , and how many . When placed 
before a substantive, it requires de, like all adverbs of quan¬ 
tity. (155.) 

Nous haissons , we hate. 

281. Haissons is the first person plural of the present tense 
of the indicative mood of the irregular verb hair , to hate. The 
only irregularity of this verb consists in suppressing the diaeresis 
in the three persons singular of the present tense, and in the 
second person singular of the imperative mood, thus : Je hais, 
I hate ; tu hais , thou hatest; il hn.it, he hates; hais, hate (thou). 

Nous obsedent, tease us. 

Obsedent is a form of the verb obseder, to beset. It must 
be observed that the acute accent over the first e in obseder is 
changed into a grave accent in obsedent. 




THIRTY-SECOND LESSON. 


257 


282. Verbs in er in which the final syllable of the infinitive 
mood is preceded by e with an acute accent, as obseder , posseder , 
esperer , change thjs accent into a grave one before a syllable 
containing an e mute, thus : I Is obsedent , je posside. 

283. Verbs in eger, as proteger , to protect, and in eer, as 
creer , to create, are excepted, and retain the acute accent in all 
their forms. 

Quand viennent les calamites , 
when the calamities come. 

In this phrase, les calamites, which is the subject, follows the 
verb viennent: no direct regimen could be placed after it. 

284. The subject, when it is a substantive, may follow the 
verb, if the sense excludes a direct regimen. 

Les calamites que nous nous sommes attirees, 
the calamities which we have drawn upon ourselves. 

285. The compound tenses of pronominal verbs are invariably 
formed with the help of the auxiliary verb etre. (129.) 

286. Of the two pronouns which precede a pronominal verb, 
the second may be a direct or an indirect regimen. If indirect, 
as in the present instance, in which it means upon ourselves , the 
past participle, instead of agreeing with the subject, agrees with 
the direct regimen, provided that regimen precedes it, as it does 
in this example. And when the direct regimen follows, the 
participle remains invariable, thus: Nous nous sommes attire 
les calamites. 

Nous nous sommes attires, 
we have attracted each other. * 

287. If the second of the two pronouns which precede a 
pronominal verb is a direct regimen, the past participle agrees 
with it. Admitting, therefore, that the pronoun nous in this 
phrase refers to men, or even to persons of both sexes, we write 
attires. If nous should refer to women only, the participle 
should be spelled attirees. 

288. In the verbs which are accidentally pronominal, the 
sense shows whether the second pronoun is a direct or an indi¬ 
rect regimen. In those that are essentially pronominal, of which 


‘25 8 


THIRTY-SECOND LESSON. 


a list has been given (167), the pronoun is always a direct regi¬ 
men ; and accordingly the participle always agrees with it. 
C’est dommage is an idiom, signifying, It is a pity. 

Quoi qu’il en so it, literally whatever it may be of it , is an 
idiomatic locution corresponding to be it as it may, however, 
nevertheless. 

Soyons homme. 

The literal translation of soyons is, let us be ; but in this 
lesson it signifies, let me be. 

289. The imperative mood, in French, having no special 
form for the first person singular, the deficiency is sometimes 
supplied by means of the first person plural; and, in addressing 
one’s self, one says : Allons, attendons, soyons, ayons, for : Let me 
go, let me wait, let me be, let me have. 

290. When the first person plural of the imperative mood is 
used in the sense of let me, the adjective, or the substantive 
used adjectively, which follows it, must of course be put in the 
singular. 

Yaincrai is the first person singular of the future tense of 
vaincre , to vanquish, to conquer, to overcome, one of the most 
important irregular verbs in French. 

Conjugation of the Irregular Yerb Vaincre, to conquer. 

INFINITIVE MOOD. 

Vaincre, to conquer, or to vanquish. 

Present Participle. Past Participle. 

Vainquant, conquering. Vaincu, conquered. 

INDICATIVE MOOD. 

Present Tense. 

Je vaincs , I conquer, am conquering, or do conquer. 

Tu vaincs, thou conquerest,art conquering, or dost conquer. 
II vainc , he conquers, is conquering, or does conquer. 

Nous vainquons, we conquer, are conquering, or do conquer. 
Vous vainquez, you conquer, are conquering, or do conquer 
Ils vainquenf , they conquer, are conquering, or do conquer. 


THIRTY-SECOND LESSON. 


259 


Je vainquais, 

Tu vainquais, 

II vainquait, 
Nous vainquions, 
Vous vainquiez, 
Ils vainquaient, 


Je vainquis , 

7 7 w vainquis, 

// vainquit, 

Nous vainquimes, 
Vous vainquites, 
Ils vainquirent, 


Je vaincrai, 

7^ vainer as, 

II vaincra 
Nous vaincrojis, 
Vous vaincrez, 
Us vaincront , 


Imperfect. 


I conquered, 

or 

thou conqueredst, 

or 

he conquered, 

or 

we conquered, 

or 

you conquered, 

or 

they conquered, 

or 

Past Tense Definite. 

I conquered, 

or 

thou conqueredst, 

or 

he conquered, 

or 

we conquered, 

or 

you conquered, 

or 

they conquered, 

or 


Future. 

I shall conquer, 
thou shalt conquer, 
he shall conquer, 
we shall conquer, 
you shall conquer, 
they shall conquer, 


was conquering, 
wast conquering, 
was conquering, 
were conquering, 
were conquering, 
were conquering. 

did conquer, 
didst conquer, 
did conquer 
did conquer, 
did conquer, 
did conquer. 

or will conquer, 
or wilt conquer, 
or will conquer, 
or will conquer, 
or will conquer, 
or will conquer. 


CONDITIONAL MOOD. 


Je vaincrais, 

Tu vaincrais, 

II vainer ait, 
Nous vaincrions, 
Vous vaincriez, 
Ils vaincraient, 


jl ouuuiu 

thou shouldst conquer, 
he should conquer, 
we should conquer, 
you should conquer, 
they should conquer, 


or.wouldst conquc 
or would conquer 
or would conquer 
or would conquer 
or would conquer 


IMPERATIVE MOOD. 

Vaincs, conquer (thou). 
Vainquons, let us conquer. 
Vainquez, conquer (you). 


260 


THIRTY-SECOND LESSON. 


SUBJUNCTIVE MOOD. 
Present Tense. 


Que je vainque, 

Que tn vainques, 
Qu'il vainque, 

Que nous vainquions, 
Que vous vainquiez, 
Qu'ils vainquent, 


that I may conquer, 
that thou mayst conquer, 
that he may conquer, 
that we may conquer, 
that you may conquer, 
that they may conquer. 


Subjunctive Past. 


Que je vainquisse, 

Que tu vainquisses, 
Qu'il vainquit, 

Que nous vainquissions, 
Que vous vainquissiez, 
Qu'ils vainquissent, 


that I might conquer, 
that thou mightst conquer, 
that he might conquer, 
that we might conquer, 
that you might conquer, 
that they might conquer. 


291. Thus is conjugated convaincre, to convince. 

J'essaierai, I will try. 

This is the first person singular of the future tense of essayer, 
to try, and should be spelled, according to analogy, essayerai. 

292. Verbs ending in yer, as essay er, to try; appuyer , to 
lean; payer, to pay, change the vowel y into i before an e mute. 


Ex. tTappuie, 

Tu appuies, 

II appuie , 

Nous appuyons , 
Vous appuyez , 
Hs appuient , 


I lean, 
thou leanest, 
he leans, 
we lean, 
you lean, 
they lean. 


Dommage , damage, pity, is masculine by exception. 

Ecouter , to listen to; epargner , to spare ; contrarier , to coun¬ 
teract; obseder , to beset, to tease; a Hirer, to attract; s'eerier, 
to exclaim ; lamenter, to lament; essay er , to try; appliquer, to 
apply; accoutumer, to accustom ; mener, to lead, are regular 
verbs of the first conjugation : agir, to act, is of the second: 
and entendre, to hear, of the third. 


THIETY-SECOND LESSON. 


261 


EXEBCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. I try, 292. 

17. I pay, 292. 

2. He tries. 

18. He pays. 

3. We try. 

19. We pay. 

4. You try. 

20. You pay. 

5. They try. 

21. They pay. 

6. I was trying. 

22. I was paying. 

7. I did try. 

23. I did pay. 

8. I shall tiy. 

24. I shall pay. 

9. I should try. 

25. I should pay. 

10. Let us try. 

26. Let us pay. 

11. Try. 

27. Pay. 

12. That I may try. 

28. That I may pay. 

13. That I might try. 

29. That I might pay. 

14. To try. 

30. To pay. 

15. Trying. 

31. Paying. . 

16. I have tried. 

32. I have paid. 


33. We were examining the tools of the workmen. — 34. We 
hoped to have the pleasure of seeing yon. — 35. How much 
trouble you give yourself! 280. — 36. How many persons come 
to your house! 280. — 37. We should work, if we had tools. — 
38. We are finishing the thirty-second lesson. — 39. We do not 
betray our friends. — 40. I hope you will come to see me*. — 
41. We expect several friends. — 42. We lose a large sum of 
money. — 43. He finishes his task to-day: let me finish mine. — 
44. Let me see what I have to do. — 45. I think that I shall 
understand you easily. — 46. Do you know where that child is 
going to ? — 47. Give me something good. — 48. Do you know 
any thing new ? — 49. They hope to see you, 282. — 50. He pos¬ 
sesses a fine house, 282. — 51. Listen to these observations. — 
52. He is accustomed to study. 


262 


THIItTY-TIlIRD LESSON. 


THIRTY-THIRD LESSON. 

FIEST DIVISION.-PRACTICAL PART. 

TEXT. 

LITERAL TRANSLATION. 

Trente-troisifcme le^oai. 

“ Passons en revue les princfpales pro- 

Let us (me) pass review principal 

fessions, et voyoias si je bi> eat trouverai 

let us see of them shall find 

pas aisie que je puisse enibrasser sans 

may (snbj.) embrace 

m’assujetir a des devoirs trop penifeles. 

to subject duties painful 

“ lie dessin, la gravure, la peinture et 

drawing engraving painting 

la musiqne dcmaaader a ient des etudes que 

music would demand 

je ne me soncle pas d’entreprendre. Si 

care to undertake 

j’apprenais le droit, je pourrais devenir 

learned law might 

avoiae, huissier, avocat oat itofalre. Je 

attorney bailiff* barrister notary 

serais peut-etre un jour magistral, juge, 

should be magistrate judge 

legislatesir.... Oui, mats al landrail que 

legislator must (conditional) 

j 5 ensse de quoi safes is ter eu attendant $ 

had (subj.) to subsist in the mean time 


THIRTY-THIRD LESSON. 


263 


et puis que je suivisse des coubts, qwe 

followed (subj.) courses (of lectures) 

je passasse des examens, que je suMsse 

passed (subj.) examinations underwent (subj.) 

des epreuves rigoureuses. .Fe sens Men 

•4 trials rigorous 

que je ne reussirais pas.” 

should succeed 


THE SAME IN GOOD ENGLISH. 

“ Let us examine the principal professions, and see whether I 
cannot find one that I might follow without subjecting myself to 
arduous duties. 

“ Drawing, engraving, painting, and music would require 
studies which I am nowise inclined to undertake. If 1 should 
study the law, I might become an attorney, a bailiff, a barrister, 
or a notary. Perhaps I should one day be a magistrate, a judge, 
a legislator .... Yes, but I must have wherewith to subsist in the 
mean time; and besides, I should be obliged to attend lectures, 
to pass examinations, and undergo the rudest trials. I feel I 
should never succeed.” 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


Quelle est cette leqon ? 

Qu’est-que le jeune Al-.* I- va 
passer en revue ? 

A quoi ne voudrait-il pas s’assu- 
jetir ? 

Pourquoi veut-il passer en revue 
les principales professions ? 

Que fera-t-il s’il en trouve une? 


C’est la trente-troisi&me. 

Les principales professions. 

A des devoirs trop penibles. 

Pour voir s’il n’en trouvera pas 
une qu’il puisse embrasser sans 
s’assujetir & des devoirs trop 
penibles. 

II l’embrassera probablement. 





264 


THIRTY-THIRD LESSON. 


Qu’est-ce qui demanderait des 
etudes qu’il ne se soucie pas 
d’entreprendre ? 

Que demanderaient le dessin, la 
gravure, la peinture et la mu- 
sique ? 

Que faudrait-il qu’il apprit pour 
devenir avoue, huissier, avocat 
ou notaire ? 

Que pourrait-il devenir s’il ap- 
prenait le droit ? 

Que serait-il peut-6tre un jour ? 

Que faudrait-il qu’il edt pour 
cela? 

Que faudrait-il qu’il suivit ? 

Que faudrait-il qu’il pass&t ? 

Que faudrait-il qu’il subit ? 

Pense-t-il qu’il reussirait? 


Le dessin, la gravure, la peinture 
et la musique. 

Des etudes qu’il ne se soucie pas 
d’entreprendre. 

II faudrait qu’il apprit le droit. 

II pourrait devenir avoue, huis¬ 
sier, avocat ou notaire. 

II serait peut-6tre magistrat, juge 
ou legislateur. 

II faudrait qu’il etit de quoi sub- 
sister en attendant. 

II faudrait qu’il suivit des cours. 

Des examens. 

Des epreuves rigoureuses. 

Non; il sent bien qu’il ne reus¬ 
sirait pas. 


SENTENCES FOR ORAL TRANSLATION. 


TO BE TURNED INTO ENGLISH. 

J’ai k vous demander un service. 

De quoi s’agit-il ? 

Pouvez-vous me prater cent cin- 
quante francs ? 

Mon Dieu, non. Je suis absolu- 
ment sans argent. 

N ’importe. 

Je suis bien fache de ne pouvoir 
vous obliger. 

Bien, bien, n’en parlons plus. 

Si vous voulez venir jusque chez 
nion fr&re, il pourra sans doute 
vou£i donner cette somme. 

Non. Je peux in’en passer. 

Venez avec moi, je vous eu prie. 


TO BE TURNED INTO FRENCH. 

I have a service to beg of you. 

What is the matter ? 

Can you lend me a hundred and 
fifty francs ? 

Dear me, no. I have no money 
at all. 

No matter. 

I am very sorry not to be able to 
oblige you. 

Well, well, say no more about it. 

If you will just come to my 
brother’s, he will probably be 
able to give you that sum. 

No. I can do without it. 

i Come with me, pray. 





THIRTY-THIRD LESSON. 


265 


Je ne veux pas vous donner cette 
peine. 

Je vous assure que ce ne sera pas 
du tout une peine. 

Justement, le void. 

Bonjour, messieurs. 

Bonjour, mon fr^re. 

Dis done, as-tu cent cinquante 
francs k preter a monsieur ? 

Je ne crois pas avoir tant que 
cela sur moi. 

En verite, monsieur, je suis de¬ 
sole de mon indiscretion. 

Attendez, voici quatre pieces de 
vingt francs, une de dix et 
trois pieces de cinq francs. 

Cela fait cent cinq francs. 

Ah ! j’ai encore vingt-cinq francs 
dans une autre poche. 

Cela ne fait toujours que cent 
trente francs. 

Croyez-vous que vous aurez as- 
sez de cela ? 

Oui, cela me suffira. Je vous le 
rendrai dans quinze jours. 

Quand vous voudrez. 


I will not give you that trouble. 

I assure you it will be no trouble 
at all. 

Positively, here he comes. 

Good morning, gentlemen. 

Good morning, brother. 

I say, have you a hundred and 
fifty francs to lend to this gen¬ 
tleman ? 

I don’t think I have so much as 
that about me. 

Indeed, sir, I deeply regret my 
indiscretion. 

Stop, here are four pieces of 
twenty francs, one of ten francs, 
and three pieces of five francs. 

It makes a hundred and five 
francs. 

Oh! I have twenty-five francs 
more in another pocket. 

Still it makes only a hundred and 
thirty francs. 

Do you think that will be suffi¬ 
cient ? 

Yes, that will do. I will return 
it to you in a fortnight. 

When you please. 


SECOND DIVISION. —THEOEETICAL PAET. 

Trente-troisieme, thirty-third, comes from trente-trois, 
thirty-three. 

Je r/’en trouverai pas une-. 

The translation of this phrase is : I shall not find one. 

The pronoun en, referring here to professions, and signifying 
of them , is not rendered in English, being considered super¬ 
fluous with the numeral adjective une, one. 

12 




266 


THIRTY-THIRD LESSON. 


The same omission would take place with an adverb of quan¬ 
tity, thus : “(Ten trouverai beau coup, I shall find many. 

293. The pronoun en, signifying of it, of that, of them. , is 
employed in French, with adjectives of number or adverbs of 
quantity, when there is an antecedent in the phrase. 

Une que je\ puisse embrasser, 
one that I may embrace. 

Je puisse is the subjunctive mood. The indicative is je puis 
or je peux. The phrase expresses doubt. 

294. When the subjoined phrase is connected with the prin¬ 
cipal one by a relative pronoun, as qui , que , dont , ou, and de¬ 
notes something doubtful or uncertain, the subjunctive mood is 
properly employed. But if the subjoined phrase admits of no 
doubt, the indicative mood must be employed. Ex. II y a une 
profession que je peux embrasser , there is a profession which 
I can undertake. 

La peinture et la musique demanderaient, 
painting and music would demand. 

295. In French, as in English, when the verb has several 
subjects in the singular, either substantives or pronouns of the 
third person, joined by the conjunction et, expressed or under¬ 
stood, it takes the plural form. 

Droit, as a substantive, is derived from the adjective droit , 
straight, right, upright. The primary sense of the substantive 
droit is right. It is often used, as in this lesson, for jurisprudence. 
The literal translation of the English word law is lot. 

Suivisse is the first person singular of the subjunctive past 
of suivre, to follow, one of the most important irregular verbs 
in French. 

Conjugation of the Irregular Verb Suivre, to follow. 

INFINITIVE MOOD. 

Suivre , to follow. 

Present Participle. Past Participle. 

Suivant , following. Suivi , followed. 


THIRTY-THIRD LESSON. 


267 


INDICATIVE MOOD. 


Present Tense. 


Je suis , I follow, 

Tu suis , thou followest, 
II suit , he follows, 

Nous suivons , we follow, 
Vous suivez , you follow, 

//s suivent, they follow, 


am following, 
art following, 
is following, 
are following, 
are following, 
are following, 


or do follow, 
or dost follow, 
or does follow 
or do follow, 
or do follow, 
or do follow. 


Je suivais, 

Imperfect. 

I followed, 

or was following. 

Tu suivais , 

thou followedst, 

or wast following. 

II suivait , 

he followed, 

or was following. 

Nous suivions , 

we followed, 

or were following. 

Vous suiviez , 

you followed, 

or were following. 

77s suivaient , 

they followed, 

or were following. 


Past Tense Definite. 

Je suivis , 

I followed, 

or did follow. 

7% suivis , 

thou followedst, or didst follow. 

II suivit , 

he followed, 

or did follow. 

Nous suivimes , 

we followed, 

or did follow. 

Fow.s suivites , 

you followed, 

or did follow. 

T/.s suivirent , 

they followed, 

or did follow. 

Je suivraij 

Future. 

I shall follow, 

or will follow. 

Tu suivras , 

tbou shalt follow, 

, or wilt follow. 

i7 suivra , 

he shall follow, 

or will follow. 

Nous suivrons , 

we shall follow, 

or will follow. 

Fcm.v suivrez , 

you shall follow, 

or will follow. 

//$ suiv rout, 

they shall follow, 

or will follow. 


268 


THIRTY-THIRD LESSON. 


CONDITIONAL MOOD. 


Je suivrais , 

Tu suivrais , 

II suivrait , 
Nous suivrions , 
Fbws suivriez , 
//s suivraient , 


I sh6uld follow, 
thou shouldst follow, 
he should follow, 
we should follow, 
you should follow, 
they should follow, 


or would follow, 
or wouldst follow, 
or would follow, 
or would follow, 
or would follow, 
or would follow. 


IMPERATIVE MOOD. 


Suis , follow (thou). 
Suivons , let us follow. 
Suivez , follow (you). 


SUBJUNCTIVE MOOD. 

Present Tense. 

that I may follow, 
that thou mayst follow, 
that he may follow, 
that we may follow, 
that you may follow, 
that they may follow. 

Subjunctive Past. 


Que je suive , 

Que tu suives , 
Qu'il suive , 

Que nous suivions , 
Que vous suiviez , 
Qu'ils suivent 


Que je suivisse , 

$ we tu suivisses , 
suivit , 

nows suivissions , 
$we vows suivissiez , 
Qu'ils suivissent , 


that I might follow, 
that thou mightst follow, 
that l^e might follow, 
that we might follow, 
that you might follow, 
that they might follow. 


296. Thus is conjugated poursuivre , to follow. 

Passer , to pass; trouver , to find ; embrasser , to embrace; 
demander , to ask; se soucier , to care; subsister , to subsist, are 
regular verbs of the first, conjugation : assujetir , to subject; 
sw&ir, to undergo; rewssir, to succeed, are of the second. 


THIRTY-THIRD LESSON. 


269 


Entreprendre , to undertake; apprendre , to learn, are conju¬ 
gated like prendre , to take ; devenir , to become, like venir , 
to come. 


EXEECISES, 

TO BE TRANSLATED INTO FRENCH. 


1. I pursue, 296. 

17. 

I learn. 

2. He pursues. 

18. 

I learned. 

3. We pursue. 

19. 

I shall learn. 

4. You pursue. 

20. 

I should learn. 

5. They pursue. 

21. 

Let us learn. 

6. I was pursuing. 

22. 

Learn. 

7. I did pursue. 

23. 

Learning. 

8. I shall pursue. 

24. 

I have learned. 

9. I should pursue. 

25. 

I become. 

10. Let us pursue. 

26. 

I became. 

11. Pursue. 

27. 

I shall become. 

12. That I may pursue. 

28. 

I should become. 

13. That I might pursue. 

29. 

Let us become. 

14. To pursue. 

30. 

Become. 

15. Pursuing. 

31. 

Becoming. 

16. I have pursued. 

32. 

I have become. 


33. I should finish my task, if you were not here.—34. He 
has learned two lessons, and his brother has learned three, 293. 
—35. How many words do you know ?—36. I have not counted 
them, but I know a great many, 293.—37. Do you like this 
fish ?—38. Yes, madam ; but you have given me too much, 293. 
—39. Tell me something that I can understand, 294.—40. You 
have pronounced several words that I can understand, 294.— 
41. I will give you a book that will amuse you.—42. I hope to 
find a friend who will not be ungrateful.—43. My father and 
mother are in the garden.—44. He and she will speak to 
you, 295.—45. The attorney, the counsel, and the judge, think 
that this man is innocent, 295. 



270 


THIRTY-FOURTH LESSON. 


THIRTY-FOURTH LESSON. 

FIRST DIVISION.-PRACTICAL PART. 

TEXT. 

LITERAL TRANSLATION. 

Trente-quatri&me le^on. 
IVailleurs, j’ai horreur de la chicane. 

Besides horror chicanery 

A chaque defeat ou je prendrais part, je 

every debate in which should take 

craindrais d’etre redolt au silence par les 

should fear reduced silence 

sufetitites de mes adversaires ; et jamais je 

subtilities adversaries 

ne sa orals prouver que le noir est felanc. 

should know to prove black white 

a JF’aisuerais' assez les fonctions de me- 

Sliould like functions phy- 

decin. CelBes-la ne doivent pas etre feleas 

sician Those ought 

t'atigantes. Four pen que vows aye* de 

fatiguing have (subj.) 

la reputation, vous aclietes one voiture et 

reputation buy coach 

des elievaux. !>&s lors, tout le monde a 

horses From then 

con fiance en vous, et vous tachcz de 

endeavor 

meriter cette confiance. | Tons vous 

to deserve You re- 


THIRTY-FOURTH LESSON. 


271 


rendez | chez vos malades en cabriolet ou 

pair patients cabriolet 

en coupe. On ions revolt avec autant 

chariot receives as much 

d’empressement que si vous apportiez 

eagerness brought 

inlailliblement la guerison. On vous 

infallibly cure 

£cosite eomme un oracle . 55 

listens oracle 


THE SAME IN GOOD ENGLISH. 

“ Besides, 1 abhor chicanery. In every argument I should be 
engaged in, I should fear to be nonplused by the subtilities of my 
adversaries; and I should never be able to prove that black is 
white. 

«The practice of a physician would please me well enough. 
This cannot be very arduous. If you get into the least reputa¬ 
tion, you buy a carriage and horses. From that instant every 
body has faith in you, and you do your best to deserve it. You 
repair in a cabriolet or a chariot to visit your patients. You are 
received with as much welcome as if you were the bearer of an 
infallible cure. You are listened to like an oracle.!’ 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


Quelle est cette legon ? 

De quoi Alexis a-t-il horreur ? 
Alexis aime-t-il la chicane? 

Dans quelle circonstance crain - 
drait-il d’etre reduit au silence? 
Par quoi craindrait-il d’etre re¬ 
duit au silence ? 


O’est la trente-quatri&me. 

De la chicane. 

Non; il en a horreur. 

A chaque debat ou il prendrait 
part. 

Par les subtilites de ses adver- 
saires. 





272 


THIRTY-FOURTH LESSON. 


Que craindrait-il k chaque debat 
ou il prendrait part ? 

Qu’est-ce qu’il ne saurait jamais 
prouver ? 

Quelles forictions aimerait-il as- 
sez ? 

Po urq.uoi les aimerait-il assez ? 

Que fait-on pour peu qu’on ait 
de la reputation dans cette pro¬ 
fession ? 

Qu’arrive-t-il d6s lors ? 

Que t&che-t-on de meriter ? 

Comment le medecin se rend-il 
chez ses malades ? 

Chez qui se rend-il en cabriolet 
ou en coupe ? 

Comment le regoit-on ? 

Comment l’ecoute-t-on ? 


D’etre reduit an silence par les 
subtilites de ses adversaires. 

Que le noir est blanc. 

Les fonctions de medecin. 

Parce qu’il pense qu’elles ne doi- 
vent pas 6tre bien fatigantes. 

On achete une voiture et des che- 
vaux—or, Yous achetez une 
voiture et des chevaux. 

Que tout le monde a confiance en 
vous. 

Cette confiance. * 

En cabriolet ou en coupe. 

Chez ses malades. 

Avec autant d’erapressement que 
s’il apportait infailliblement la 
guerison. 

Ocmme un oracle. 


SENTENCES FOR OltAL TRANSLATION. 


TO BE TUENED INTO ENGLISH. 

J’ai besoin de toutes sortes de 
choses. Voulez-vous venir avec 
moi les acheter ? 

Je le veux bien. 

Yous m’obligerez beaucoun. 

Quelles sont les choses dont vous 
avez besoin? 

D’abord, des livres et du papier. 

Quels livres vous faut-il ? 

Des livres de droit et de medecine. 

Est-ce que vous avez le projet 
d’exercer deux professions k la 
fois? 


TO BE 1TTKNEI) INTO FEENCH. 

I want a variety of things. Will 
you come AvUk me to buy 
them? 

Willingly. 

You will oblige me very much. 

What things do you want ? 

First, some books and paper. 

What books do you want ? 

Books of law and physic. 

Do you intend to practise two 
professions at the same tirm>2 





thirty-fourth: lesson. 


273 


Je n’ai pas cette pretention. 

Mon pere veut qne je sois avo- 
cat; c’est pourquoi je fais mon 
droit. 

Bon. 

Mais je ne suis pas fache d’ac- 
querir qnelques notions de me- 
decine ponr ma propre satis¬ 
faction. 

J’entends. Que vous faut-il en¬ 
core? 

Des outils de menuisier. 

Pourquoi faire ? 

Pour en faire usage. 

Y ous-meme ? 

Oui. Pourquoi pas ? 

Quelle occupation! 

Je vous assure que c’est une oc¬ 
cupation trks-attrayante. 

Est-ce tout ce qu’il vous faut ? 

Non. Je voudrais acheter aussi 
des lignes et des hamegons. 

Je comprends mieux ce gofit-lk. 

O’est que vous le partagez, peut- 
etre ? 

II y a sur les quais plusieurs bou¬ 
tiques ou nous trouverons tout 
ce qu’il faut pour la p6che. 

Eh bien, commengons par lk. 


I have no such pretension. 

My father wishes me to be a bar¬ 
rister ; I am therefore studying 
the law. 

Good. 

But I have a mind also to acquire 
some notions of physic for my 
own satisfaction. 

I understand. What do you want 
next? 

Some joiner’s tools. 

What for ? 

To use them. 

Yourself? 

Yes. Why not ? 

What an occupation! 

I assure you it is a very alluring 
occupation. 

Is that all you want ? 

No. I want to buy some fishing- 
lines and hooks also. 

I understand that fancy better. 

Because you partake it, perhaps ? 

There are on the quays several 
shops in which we shall find all 
that is requisite for fishing. 

Well, let us go there first. 


SECOND DIVISION. — THEORETICAL PART. 


Trente-quatrieme, thirty-fourth, comes from trente-quatre , 
thirty-four. 

Tai liorreur , I abhor—literally, I have a horror. 

It has been said that, with few exceptions, all common nouns 
must be preceded, in French, by a determinative word. The 
nbove phrase presents one of these exceptions. 

12 « 




274 


THIRTY-FOURTH LESSON. 


297. No determinative word is used when nouns are com¬ 
bined with certain verbs, as avoir , faire , rendre , entendre , and a 
few more, with which they express a single idea; as, Avoirfaim, 
to be hungry ; avoir soif, to be thirsty ; avoir peur , to have fear, 
to be afraid ; faire mal , to do harm, to hurt; rendre lionirnage , 
to do homage, to reverence; entendre raison , to hear reason, to 
be sensible; avoir horreur , to have a horror, to abhor; prendre 
part y to take a part, etc. 

Chaque, every, each, is an indefinite adjective. 

298. All the indefinite adjectives have now been seen. The 
most important are: 

Aucun, aucune, not any, no one. Plusieurs, several. 
Cliaque, every, each. Quelques, a few. 

Nul, nulle, no. Tout, toute. all. 

299. Such of these as are variable agree in gender and 
number with the word before which they stand. 

Je craindrais is the first person singular of the conditional 
mood of craindre, to fear, one of the most necessary irregulai 
verbs in French. 

* 

Conjugation of the Irregular Verb Craindre, to fear. 

INFINITIVE MOOD. 

Craindre , to fear. 

Present Participle. Past Participle. 

Craignanty fearing. Craint , feared. 

INDICATIVE MOOD. 

Present Tense. 

Je crainSy I fear, am fearing, or do fear. 

Tu crainSy thou fearest, art fearing, or dost fear. 

II crainty he fears, is fearing, or does fear. 

Nous craignonSy we fear, are fearing, or do fear. 

Vous craigneZy you fear, are fearing, or do fear. 

Its craignenty they fear, are fearing, or do fear. 


THIRTY-FOURTH LESSON, 


275 


Je craignais , 

Tu craignais, 

II craignait , 
Nous craignions , 
Vous craigniez, 
Ils craignaient, 


Imperfect. 

I feared, 
thou fearedst, 
he feared, 
we feared, 
you feared, 
they feared, 


or was fearing, 
or wast fearing, 
or was fearing, 
or were fearing, 
or were fearing, 
or were fearing. 


Past Tense Definite. 

Je craignis, I feared, 

or did fear. 

Tu craignis, 

thou fearedst, 

or didst fear. 

II craignit, 

he feared, 

or did fear. 

Nous craignimes , 

we feared, 

or did fear. • 

Vous craignites, 

you feared, 

or did fear. / 

Ils craignirent, 

they feared, 

or did fear. 

Je craindrai, 

Future. 

I shall fear, 

or will fear. 

Tu craindras, 

thou shalt fear, 

or wilt fear. 

II craindra , 

he shall fear, 

or will fear. 

Nous craindrons , 

we shall fear, 

or will fear. 

Vous craindrez, 

you shall fear, 

or will fear. 

Ils craindront, 

they shall fear, 

or will fear. 

CONDITIONAL MOOD. 

Je craindrais, 

I should fear, 

or would fear. 

Tu craindrais , 

thou shouldst fear, or wouldst fear. 

II craindrait , 

he should fear, 

or would fear. 

Nous craindrions, 

we should fear, 

or would fear. 

Vous craindriez. 

you should fear, 

or would fear. 

Ils craindraient, 

they should fear, 

or would fear. 


IMPERATIVE MOOD. 

Crains , fear (thou). 

Craignons , let us fear. 
Qraignez, fear (you). 


276 


THIRTY-FOURTH LESSON. 


SUBJUNCTIVE MOOD. 
Present Tense. 


Que je craigne , 

Que tu craignes , 
Quil craigne , 

$we wows craignions , 
$we vows craigniez , 
Qu'ils craignent , 


that I may fear, 
that thou mayst fear, 
that he may fear, 
that we may fear, 
that you may fear, 
that they may fear. 


Subjunctive Past. 


Que je craignisse , 

$we 2w craignisseSy 
Qu'il craignity 
Que nous craignissions , 
$we vows craignissiez. 
Quails craignissenty 


that I might fear, 
that thou mightst fear, 
that he might fear, 
that we might fear, 
that you might fear, 
that they might fear. 


300. There are in French about twenty-eight verbs ending 
with a-indre, e-indre, or o-indre, all of which are conju¬ 
gated like craindre. Among the most important of these are : 
Plaindre , to pity ; peindre 7 to paint; joindre 7 to join ; teindrCy to 
dye; atteindre, to attain, to reach; eteindre, to extinguish, etc. 

301. It will be well to observe that all the verbs ending in 
indre undergo a change of the letters nd into gn : 1st, in the 
three persons plural of the present tense of the indicative mood ; 
2dly, throughout the imperfect tense; 3dly, throughout the past 
tense definite; 4thly, in the first and second persons plural of 
the imperative mood; 5thly, throughout the subjunctive mood, 
present and past; 6thly, in the present participle. 

Tout le monde —literally, all the world —is often used for 
everybody. 

REgoiT is the third person singular of the indicative mood, 
present tense, of recevoir, to receive, one of the seven verbs which 
are cpnjugated like devoir. There is a cedilla under the c. 

302. Any verb ending in the infinitive with cer, or whose 
root ends with c, takes a cedilla under the c before a, O, or u, 
in order that the c may preserve the sound of s. 

Ex. Exercaity exercised; recoit , receives, etc. 


THIRTY-FOURTH LESSON. 


• 277 


Silence , silence; oracle , oracle, are masculine, and guerison , 
cure, is feminine, by exception. The feminine of blanc , white, 
is blanche . 

Prouver , to prove; aimer, to like, to love; acheter, to buy; 
tacker , to endeavor; meriter , to merit; apporter , to bring ; and 
ecouter , to listen to, are regular verbs of the first conjugation. 

Reduire, to reduce, is conjugated like conduire , to conduct; 
and recevoir, to receive, like devoir , to owe, ought. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. I paint, 300, 301. 

15. I join, 300, 301. 

2. He paints. 

16. He joins. 

3. We paint. 

17. We join. 

4. You paint. 

18. You join. 

5. They paint. 

19. They join. 

6. I was painting. 

20. I was joining. 

7. I did paint. 

21. I did join. 

8. I shall paint. 

22. I shall join. 

9. I should paint. 

23. I should join. 

10. Let us paint. 

24. Let us join. 

11. Paint. 

25. Join. 

12. To paint. 

26. To join. 

13. Painting. 

27. Joining. 

14. I have painted. 

28. I have joined. 


29. I should be happy in this house.— 30. I would follow 
you with pleasure.— 31. If I had any fish, I would eat some.— 
32. Why do you not follow your comrades?— 33. If you hear 
him, why do you not answer him ?— 34. I have as much pa¬ 
tience as you.— 35. My physician has as many patients as yours. 
—36. You have not as many tools as the joiner.— 37. Have you 
as many horses as your friend?— 38. You do not eat as much as 
your brother.— 39. There is the man of whom you were speak¬ 
ing.— 40. Are you hungry? 297. — 41. I am hungry, 297.— 
42. Is he thirsty? 297.—43. He is not thirsty, 297.—44. Every 
man, 298.—45. Every lady, 299.—46. Several children. 



278- 


THIRTY FIFTH LESSON. 


THIRTY-FIFTH LESSON. 

FIEST DIVISION.-PRACTICAL PART. 

TEXT. 

LITERAL TRAESLA TION. 

Trente-ciwqwi^me le§oit. 

“ A peine ctes-vous entrl, que le maiade 

Scarcely entered when 

se sent mieux. Yoiis Ini tatez le powls, 

feels to him feel pulse 

eu tirant usie montre a sccondes de voire 

drawing watch seconds 

go asset. Vows le priez enswite de vows 

fob pray afterwards 

montrer sa langue. Tows lui demandez 

to show tongue ask 

ow it sowtfre, comment il dorf, s’il a de 

suffers sleeps 

I’appetit. Tows Iwi lattes quelques a litres 

appetite make 

questions $ apa*&s qwoi vows prenea la 

which take 

plume. Tows prescrivez, selon le cas, la 

pen prescribe according to case 

da&te, la saigtaee ow les sangswes; ow Men 

diet bleeding leeches 

am cataplasme, un v£sicatoire, am einpla- 

poultice , blister pias¬ 

tre ; 011 Men encore de Peanetiqaie, line 
ter ‘emetic 


THIRTY-FIFTH LESSON. 2 TO 

ti§ane, eralm Se remade qui tows parait le 

ptisan in short remedy appears 

plus convesaaMe. Et vows gtserissez quel- 

fit cure 

queloas. Malheureusement, pour en ar- 

Unfortunately ar- 

river la, II taut encore etudler. II iliwt 

rive 

comiaitlre I’anatoinie, la physiologic, la 

know aD atomy physiology 

thcrapeulique.... qtie sais-je ? 55 

therapeutics what know 


THE SAME IN GOOD ENGLISH. * 

“You are scarcely shown in when the patient finds himself 
better. Drawing a second-watch from your fob, you feel his 
pulse, you desire him next to show you his tongue. You ask 
him where his pain is, how he sleeps, whether he has any appe¬ 
tite. You put a few more questions to him; after which you 
take up a pen. You prescribe, according as the case may be, 
strict diet, bleeding, leeches; or a poultice, a blister, a plaster; 
or perhaps an emetic, a diet-drink, in short the remedy which 
you judge fittest. And you may happen to cure him. Unfor¬ 
tunately, to arrive at all this, it is still necessary to study. One 
must know anatomy, physiology, therapeutics, and I know not 
what.” 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


Quelle est cette legon ? 

Comment le malade se sent-il 
quand le medecin est a peine 
entre ? 

Quand le malade se sent-il mieux? 


C’est la trente-cinquteme. 
II se sent mieux. 


Quand le medecin est k peine 
entre. 





THIRTY-FIFTH LESSON. 


280 

Que fait le medecin? 

Que fait-il en meme temps 
Qne fait-il ensnite ? 

Que lui demande-t-il apr&s cela ? 

Est-ce tout ce qu’il lui demande ? 

Que fait-il apr&s cela ? 

Que prescrit-il selon le cas ? 

Peut-il prescrire autre chose ? 

Que peut-il prescrire encore ? 
Lequel de ces remedes prescrit-il 
de preference? 

Le medecin guerit-il toujours? 
Que faut-il faire, pour en arriver 
la? 

Que faut-il connaitre ? 


II lui t&te le pouls— or, II t&te le 
pouls du malade. 

II tire une montre k secondes de 

son gousset. 

II prie le malade de lui montrer 

sa langue. 

II lui demande ou il souffre, com¬ 
ment il dort, et s’il a de l’appe- 
tit. 

Il lui fait quelques autres ques¬ 
tions. 

Il prend la plume. 

La diete, la saignee, ou les sang- 
sues. 

Oui: un cataplasme, un vesica- 
toire ou un emplatre. 

De l’emetique ou une tisane. 

Celui qui lui parait le plus con- 
venable. 

Il guerit quelquefois. 

Il faut etuaier. 

Il faut connaitre l’anatomie, la 
physiologie, la therapeutique, 
et beaucoup d’autres choses. 


SENTENCES FOR ORAL TRANSLATION. 


TO BE TURNED INTO ENGLISH. 

Comment vous trouvez-vous au- 
jourd’hui? 

Mai, docteur; je n’ai pas dormi 
de la nuit. 

Avez-vous pris votre potion ? 

Oui, mais cela ne m’a pas calme. 

Ou souffrez-vous ? 

J’ai des douleurs dans tous les 
membres. 

Voyons votre langue. 


TO BE TURNED INTO FRENCH. 

How do you feel to-day ? 

But poorly, doctor; I had not a 
wink of sleep all night. 

Did you take your draught ? 

Yes, but it did not compose me. 
Where do you suffer? 

All my limbs ache. 

I Let me see your tongue. 





THIRTY-FIFTH LESSON. 


‘28 L 


Vous la trouvez bien blanche, 
n’est-ce pas ? 

Non, pas trop. 

Je me sens bien faible. 

O’est le resultat de la saignee 
d’liier. 

II me semble que si je mangeais, 
cela me ferait. du bien. 

Cela vous ferait beaucoup de mal, 
au contraire. 

La diete la plus severe esl indis¬ 
pensable. 

Vous me trouvez done bien ma- 
lade, docteur? 

Je ne vous dis pas cela. Je dis 
seulement qu’il ne faut pas 
faire d’imprudence. 

Je trouve ma tisane bien am ere. 

Dans deux ou trois jours, je vous 
en donnerai une autre. 

Faudra-t-il prendre encore une 
potion ce soir ? 

Oui. Et cette fois, je pense que 
vous dormirez bien. 

Croyez-vous que cette maladie 
sera longue ? 

Non. Je vous rSponds que vous 
serez bientdt gueri. 


You find it very white, don’t 
you ? 

No, not very. 

I feel very weak. 

It is owing to the bleeding of 
yesterday. 

It seems to me that if I ate, it 
would do me good. 

It would, on the contrary, do you 
a great deal of harm. 

The strictest diet is indispensable. 

Do you then think I am very ill, 
doctor ? 

I do not say so. I only say you 
must not act imprudently. 

I find my ptisan very bitter. 

In two or three days, I will give 
you another. 

Must I take another draught to¬ 
night ? 

Yes. And this time, I think you 
will sleep well. 

Do you believe this illness will 
last long ? 

No. I warrant you will soon be 
cured. 


SECOND DIVISION. — THEORETICAL PAET. 

Trente-cinquieme, thirty-fifth, comes from trente-cinq, thirty-five. 

Vous lui tatez le pouls, you feel his pulse. 

303. It has been seen (25) that the article le , la, les , may be 
substituted for a possessive adjective before a regimen. This 
substitution is particularly proper before the name of a part of 
the body, or of a mental faculty; but, in order to avoid am¬ 
biguity, care must be taken to make use of a pronoun showing 
who the possessor is. 





282 


THIRTY-FIFTH LESSON. 


304. This pronoun is an indirect regimen when the substan¬ 
tive is a direct one, as in the phrase, “ Vous lui tdtez le pools, 
and a direct regimen when the substantive is an indirect one, 
thus: “ Vous le prenez par la main , you take him by the 
hand,”—just as in English. 

305. The necessity of employing a pronoun denoting who 
the possessor is, often gives the verb the form of a reflective 
verb, thus: “ Je me tate le pouls , I feel my pulse; Je me suis 
mordu la longue, I have bit my tongije.” 

306. The pronoun showing who the possessor is may be the 
subject, thus : “ J 'ai mat au bras, I have a pain in my arm.” 

Montre a secondes, a second-watch. 

307. In English, a substantive which qualifies another sub¬ 
stantive is generally placed first, as, second-watch, steamboat, etc. 
In French, the qualifying substantive follows the name of the 
qualified object, and the two nouns are connected by means of 
a preposition, generally a or de, or of a compound article, thus : 
Montre A secondes, second-watch ; bateau A vapeur , steamboat; 
pot au lait, milk-pot; chemin de fer, railway ; poisson de riviere, 
river-fish ; vent du nord, north wind. 

Souffre- is the third person singular of the indicative mood, 
present tense, of souffrir, to suffer, one of the most important 
irregular verbs in French. 

Conjugation of the Irregular Verb Souffrir, to suffer. 


INFINITIVE MOOD. 


Souffrir , to suffer. 

Present Participle. Past Participle. 

Souffrant, suffering. Souffert, suffered. 


INDICATIVE MOOD. 
Present Tense. 


Je souffre, I suffer, 

To souffres, thou sufferest, 
II souffre, he suffers, 

Nous souffrons, we suffer, 
Vous souffrez, you suffer, 

Ils souffrent , they suffer, 


am suffering, or do suffer, 
art suffering, or dost suffer, 
is suffering, or does suffer, 
are suffering, or do suffer, 
are suffering, or do suffer, 
are suffering, or do suffer. 


THIRTY-FIFTH LESSON. 


283 


Je souffrais , 

Tu souffrais , 

II souffrait , 
JVoks souffr ions, 
Vous souffriez, 
lls souffraient , 


Imperfect. 

I suffered, 
thou sufferedst, 
he suffered, 
we suffered, 
you suffered, 
they suffered, 


or was suffering, 
or wast suffering., 
or was suffering, 
or were suffering, 
or were suffering, 
or were suffering. 


Past Tense Definite. 


Je souffris , 

Tu souffris , 

II souffrit, 

Nous souffrimes, 
Vous souffrites, 
lls souffrirent, 


I suffered, 
thou sufferedst, 
he suffered, 
we suffered, 
you suffered, 
they suffered, 


or did suffer, 
or didst suffer, 
or did suffer, 
or did suffer, 
or did suffer, 
or did suffer. 


Future. 


Je soufffirai, 

Tu souffriras, 

II souffrira, 
Nous souffrirons, 
Vous souffrirez, 
lls souffriront, 


I shall suffer, 
thou shalt suffer, 
he shall suffer, 
we shall suffer, 
you shall suffer, 
they shall suffer, 


or will suffer, 
or wilt suffer, 
or will suffer 
or will suffer, 
or will suffer, 
or will suffer. 


CONDITIONAL MOOD. 


Je souffrirais, 

Tu souffrirais , 

II souffrirait, 
Nous souffririons , 
Vous souffririez , 
lls souffriraient, 


I should suffer, 
thou shouldst suffer, 
he should suffer, 
we should suffer, 
you should suffer, 
they should suffer, 


or would suffer, 
or w'ouldst suffer 
or would suffer, 
or would suffer, 
or would suffer, 
or would suffer. 


IMPERATIVE MOOD. 

Souffre , suffer (thou). 
Souffrons , let us suffer. 
Souffrez, suffer (you). 


284 


THIRTY-FIFTH LESSON. 


SUBJUNCTIVE MOOD. 
Present Tense. 


Que je souffre , 

Que tu souffres , 
Qu'il souffre , 

Que nous souffrions , 
$we vows souffriez , 
$w’ifo souffrent, 


that I may suffer, 
that thou mayst suffer, 
that he may suffer, 
that we may suffer, 
that you may suffer, 
that they may suffer. 


Subjunctive Past. 


Que je souffrisse , 

Que tu souffrisses , 
Qu'il souffrit , 

Que nous souffrissions , 
$we vows souffrissiez , 
Qu'ils souffrissent , 


that I might suffer, 
that thou mightst suffer, 
that he might suffer, 
that we might suffer, 
that you might suffer, 
that they might suffer. 


Pour en arriver la, in order to come to that. 

308. The pronoun en is sometimes employed without refer¬ 
ence to any thing clearly defined, and is, in fact, a mere expletive. 
The English expressions, To make a, night of it, To have the 
worst of it, may serve to explain this redundancy. 


Que sais -je ? 

309. It is often improper, in interrogative phrases, to place 
the pronoun je after the verb, particularly when this verb has 
but one syllable, or when its termination combined with je 
would offend a delicate ear. For instance, a correct speaker 
would not say: Dors-je , mords-je , perds-je, agis-je , reflechis-je. 
This is avoided by changing the construction, thus: Est-r.e que 
je dors , est-ce que je mords , etc. 

The following combinations, however, are authorized : Suis-je, 
am I; ai-je, have I; fais-je, do I; dis-je , say I; dois-je, must I; 
sais-je, do I know; vais-je , do I go. 

Cataplasme , cataplasm, poultice; vesicatoire , blister; emplatre , 
plaster; emetique , emetic; and remede , remedy, are masculine 
by exception. 


THIRTY-FIFTH LESSON. 


285 


Entrer , to enter; later, to feel; liver , to draw, to pull; prier f 
to pray; montrer , to show ; demander , to ask; arriver, to arrive ; 
and etudier, to study, are regular verbs of the first conjugation. 
Prescrire , to prescribe, is conjugated like ecrire , to write. 

Dorrair , to sleep; paraitre, to appear; and connaitre , to be 
acquainted with, are irregular verbs, which will be explained 
later. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. Am I? 309. 

17. I prescribe. 

2. Is he ? 

18. He prescribes. 

3. Are we ? 

19. We prescribe. 

4. Are you ? 

20. You prescribe. 

5. Are they ? 

21. They prescribe. 

6. Was I ? 

22. I was prescribing. 

7. Shall I be? 

23. I did prescribe. 

8. Should I be? 

24. I shall prescribe. 

9. Do I enter? 

25. I should prescribe. 

10. Do I show ? 

26. Let us prescribe. 

11. Do I pull ? 

27. Prescribe. 

12. Do I collect? 

28. That I may prescribe. 

13. Do I pretend ? 

29. That I might prescribe. 

14. Do I suffer? 

30. To prescribe. 

15. Ami going to suffer? 

31. Prescribing. 

16. Have I suffered ? 

32. I have prescribed. 

33. Do I learn easily ? 309- 

-34. You surprise me.—35. You 


do not write enough.—36. You never finish what you begin.— 
3V. You take his hand, 304. —38. You take him by the hand, 304. 
—39. You have opened their eyes, 304.—40. I have blackened 
iny hands, 305.—41. He feels his pulse, in order to know 
whether he is sick, 305.—42. What sort of paper will you 
have ?—43. Some letter-paper.—44. Our old schoolmaster was 
an excellent man.—45. Do I lose my time?—46. You do not 
lose it.—47. Do I study well ? - -48. You study pretty well. 



236 


THIRTY-SIXTH LESSON. 


THIKTY-SIXTH LESSON. 

FIRST DIVISION.-PRACTICAL PART. 

TEXT. 

LITERAL TRANSLATION. 

Trente-sixi&me flc^on 
“ Je me souviens qu’uti jour j assislai 

remember assisted 

a line le^ost du docteur Anzoux. SI de- 

doctor Auzonx dis- 

fiiionta pi&ce a pi&ce un homme artilaciel, 

jointed piece artificial 

et nous tit voir suecessivement cliacun des 

us made successively each 

viscfcres : le cerveau, les poiimons, le 

viscera brain lungs 

cceur, 1’estomac, le foie, la rate, les in- 

stomach liver spleen • in- 

testins. II nous dit le aioan des os, des 

testines told name bones 

muscles, des veines, des art^res et des 

muscles veins arteries 

nerfs. Je n’ai jamais rien vu d’aaissi corn- 

nerves seen com- 

pliqaae qne I’interieair du corps laumam. 

plicated inside body human 

44 Ne faut-il pas en outre qu’un anedecin 

moreqver 

cosinaisse la chimie ? qu’il sac he se 

know (subj.) chemistry know (subj.) himself 


THIRTY-SIXTH LESSON. 287 

servir a propos cle I’oxyghie, de I’azote et 

to serve opportunely oxygen azote 

dcs atitres gaz ? qu’il emploie avec dis- 

gases employ (subj.) dis- 

cemement un acsde, un alcali, im sel, un 

cernment acid alkali salt 

sulfite, an clilorure on wn carbonate? 

sulphite chloride carbonate 

Comment se rappeler tant de cfiioses ? ” 

to one’s self to recall so many 


TEE SAME IN GOOD ENGLISH. 

“ I recollect that one day I attended a lecture of Doctor Auzoux. 
He took to pieces the mechanical figure of a man, and showed 
us in succession each of the viscera: the brain, the lungs, the 
heart, the stomach, the liver, the spleen, the intestines. He told 
us the names of the bones, the muscles, the veins, the arteries, 
and the nerves. I never saw any thing so complicated as the in¬ 
terior of the human body. 

“Besides, must not a physician be versed in chemistry? 
Must he not know the proper use of oxygen, azote, and the other 
gases ? and be thoroughly acquainted with the properties of an 
acid, an alkali, a salt, a sulphite, a chloride, or a carbonate ? 
How is it possible to remember so many things ? ” 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


Quelle est cette le<;on ? 

A quoi Alexis assista-t-il un jour? 
De quoi Alexis se souvient-il ? 

Qu’est-ce que le docteur demonta 
pi6ce & piece ? 

Comment le demonta-t-il? 


C’est la trente-sixi£me. 

A une legon du docteur Auzoux. 
D’avoir assiste un jour k une 
le^on du docteur Auzoux. 

Un homme artificiel. 

Piece k piece. 





288 


THIRTY-SIXTH LESSON. 


Que fit-il voir successivement ? 

Quels sont les principaux vis- 
ceres ? 

De quelles choses dit-il le nom ? 

Que dit Alexis de l’interieur du 
corps humain? 

Qu’est-ce qui lui semble compli- 
que? 

Quelle science fant-il qu’un me- 
decin connaisse en outre ? 

De quoi faut-il qu’il sache se ser- 
vii* k propos ? 

Que faut-il qu’il emploie avec dis- 
cernement ? 

Que dit Alexis de toutes les choses 
qu’un medecin doit savoir ? 


Chacun des visc&res. 

Le cerveau, les poumons, le coeur, 
l’estomac, le foie, la rate, les 
intestins. 

Des os, des muscles, des veines, 
des arteres et des nerfs. 

II dit qu’il n’a jamais rien vu 
d’aussi complique. 

L’interieur du corps humain. 

La chimie. 

De l’oxyg&ne, de l’azote et des 
autres gaz. 

Un acide, un alcali, un sel, un 
sulfite, un chlorure ou un car¬ 
bonate. 

II dit: “ Comment se rappeler 
tant de choses 1 ” 


SENTENCES FOR ORAL TRANSLATION. 


TO BE TURNED INTO ENGLISH. 

Avez-vous etudie la chimie? 

J’en ai quelques notions super- 
ficielles. 

Pourquoi me faites-vous cette 
question 1 

Farce qu’il y a dans la- legon 
d’aujourd’hui plusieurs mots 
que je ne comprends pas. 

Quels sont ces mots ? 

D’abord, l’oxygene. Qu’est ce 
que c’est? 

C’est un gaz. 

Qn’est-ce qu’un gaz? 

C’est un corps qui n’est ni solide, 
ni liquide. 

L’air est done un gaz ? 


TO BE TURNED INTO FRENCH. 

Have you studied chemistry ? 

I have some superficial notions 
of it. 

Why do you ask me this ques¬ 
tion? 

Because, in the lesson of this 
day, there are several words 
which I do not understand. 

Which are those words ? 

First, oxygen. What is it ? 

It is a gas. 

What is a gas ? 

It is a body which is neither solid 
nor liquid. 

Air is a gas theD ? 







THIRTY-SIXTH LESSOR. 


289 


O’est la reunion de deux gaz: 
Voxygene et l’azote. 

Maintenant, qu’est-ce qu’un al- 
cali? 

Yens ne savez pas encore les 
mots qui me seraient neces- 
saires pour vous en donner la 
definition. 

Eh bien, alors, un sulfite ? 

C’est un sel compose d’acide sul- 
fureux et d’une autre substance 
qu’on appelle generalement une 
base. 

Et un carbonate? 

O’est un sel compose d’acide car- 
bonique et d’une base. 

Vous dites qu’un sulfite est un 
sel, et qu’un carbonate est un 
sel: les noms de sels finissent 
done en its et en ate ? 

Oui, selon le nom de l’acide qui 
entre dans leur composition. 

Je ne comprends pas bien. 

Par exemple, le nom d’un sel oil 
il entre de l’acide sulfureux finit 
en ite. 

Et celui d’un sel oh il entre de 
l’acide sulfurique finit en ate. 

Et quelle difference y a-t-il entre 
l’acide sulfureux et l’acide sul¬ 
furique ? • 

Le premier contient moins d’oxy- 
gbne que le second. 

Ainsi, les noms d’acides finissent 
en ique ou en eux, selon qu’ils 
contiennent plus ou moins 
d’oxyg^ne ? 

Oui, ordinairement. 

J’allais oublier le mot chlorure , 
que je n’ai pas compris. 


It is the combination of two 
gases : oxygen and azote. 

How, what is an alkali ? 

You have not yet learned the 
words which would be requisite 
for me to give you a definition 
of it. 

Well, then, a sulphite? 

It is a salt composed of sulphur¬ 
ous acid and another substance 
which is generally called a base. 

And a carbonate? 

It is a salt composed of carbonic 
acid and a base. 

You say that a sulphite is a salt, 
and that a carbonate is a salt: 
do the names of salts end in 
ite and in ate ? 

Yes, according to the name of 
the acid which enters into 
their composition. 

I do not understand very well. 

For instance, the name of a salt 
containing sulphurous acid ends 
in ite. 

And that of a salt containing sul¬ 
phuric acid ends in ate. 

And what difference is there be¬ 
tween sulphurous and sulphuric 
acid? 

The first contains less oxygen 
than the second. 

So, the names of acids end in ic 
or in oils, according as they 
contain more or less oxygen ? 

Yes, generally. 

I was going to forget the word 
chlorure, which I have not un¬ 
derstood. 


13 



290 


THIRTY-SIXTH lesson. 


C’est la reunion du chlore, qui 
est un gaz, avec un autre corps. 

Dans quel cas se sert-on de la 
desinence ure ? 

On s’en sert pour designer la 
combinaison des corps non 
metalliques entre eux, on avec 
les metaux. 

Pouvez-vous m’en donner un 
exeraple ? 

Le chlore, en se combinant avec 
un metal appele sodium, forme 
le chlorure de sodium, qui n’est 
autre chose que le sel que vous 
mangez avec votre viande. 


It is the combination of chlorine, 
which is a gas, with another 
substance. 

In what case is the termination 
ure employed? 

It is employed to designate the 
combination of non-metallic 
substances between themselves, 
or with metals. 

Can you give me an example? 

Chlorine, combined with a metal 
called sodium, forms chloride 
of sodium, which is nothing 
else than the salt which you 
eat with your meat. 


SECOND DIVISION. —THEORETICAL PART. 

Trente-sixieme, thirty-sixth, comes from trente-six , thirty-six. 

Le docteur Auzoux. 

310. The article, which is generally omitted in English before 
a title adjoined to a proper name, must not be suppressed in 
French. 

Chacun des vise-ires, each of the viscera. 

311. CKacun, formed of chaque, every, and un, one, is an 
indefinite pronoun, signifying each, every one, everybody . Its 
feminine is chacune. It has no plural. When used in a general 
sense, it refers only to persons, and is always masculine. When 
it relates to some determined object, it takes either of the 
genders, and is used in speaking of things as well as of persons. 
Before a substantive or a pronoun, it is followed by de. 

The pronoun chacun must not be confounded with the 
adjective chaque , seen in the thirty-fourth lesson. Chaque can¬ 
not be employed without a substantive in the singular, which 
it precedes. 




THIRTY-SIXTH LESSON. 


291 


312. We have now seen the most important indefinite pro¬ 
nouns ; which are: 


j^.utrui, others. Applied only to persons. 

Chacun, chacune, every one. 

On, ONE, people, THEY. Requires the verb 

in the third person singular. 


Quelqu’un, 
Per sonne, 
Quelques-uns, 
Plusieurs, 
Tel, telle, 
Tout, 


SOME ONE, SOMEBODY. 

nobody. Requires ne put before the verb 

A FEW. 

SEVERAL. 

SUCH. 

EVERY THING, etc. 


Je n'ai jamais vu, , I have never seen. 

313. When a verb is in a compound tense, the adverb is 
generally placed between the auxiliary and the participle. But 
this rule is not absolute. 

Humain , human. 

314. The termination ain belongs to a small class of adjec¬ 
tives differing slightly from the English 5 us, Humain , human, 
or humane; Americain , American ; mondain, mundane ; con - 
temporain , contemporaneous. 

Connaisse is the third person singular of the subjunctive 
mood, present tense, of the verb connaitre , to know, to be 
acquainted with, one of the most necessary irregular veibs in 
French. (261.) 

Conjugation of the Irregular Verb Connaitre, 
to know. 


INFINITIVE MOOD. 

Connaitre , to know. 

Present Participle. Past Participle. 

Connaissant , knowing. Connu , known. 


292 

THIRTY-SIXTH 

LESSON. 



INDICATIVE MOOD. 


•» 

Present Tense. 


Je connais , 

I know, 

am knowing, 

or do know. 

Tu connais , 

thou knowest, 

art knowing, 

or dost know. 

TL connait , 

he knows, 

is knowing, 

or does know. 

Nous connais sons, 

we know, 

are knowing, 

or do know. 

Vous connaissez , 

you know, 

are knowing, 

or do know. 

Zfe connaissent , 

they know, 

are knowing, 

or do know. 


Je connaissais , 

Imperfect. 

I knew, 

or was knowing. 

Tu connaissais , 

thou knewest, 

or wast knowing. 

II connaissait, 

he knew, 

or was knowing. 

Nous connaissions , 

we knew, 

or were knowing. 

Vous connaissiez , 

you knew, 

or were knowing. 

Us connaissaient , 

they knew, 

or were knowing. 

Past Tense Definite. 

Je connus, 

I knew, 

or did know. 

Tu connus , 

thou knewest, 

or didst know. 

72 connut , 

he knew, 

or did know. 

Nous conniimes 1 

we knew, 

or did know. 

Vous connH tes , 

you knew, 

or did know. 

J/s connurent , 

they knew, 

or did know. 

Je connaitrai , 

Future. 

I shall know, 

or will know. 


Tu connaitras , 

II connaitra , 

Nous connaitrons , 
Ferns connaitrez, 
Us connaitront , 


thou shalt know, or wilt know, 
he shall know, or will know, 
we shall know, or will know, 
you shall know, or will know, 
they shall know, or will know. 


THIRTY-SIXTH LESSON. 


293 


CONDITIONAL MOOD. 


Je connaitrais , 

I should know, 

or 

Tu connaitrais, 

thou shouldst know, 

or 

II connaitrait, 

he should know, 

or 

JVous connaitrions , 

we should know, 

or 

Fows connaitriez , 

you should know, 

or 

Ils connaitraient , 

they should know, 

or 


would know, 
wouldst know, 
would know, 
would know, 
would know, 
would know. 


IMPERATIVE MOOD. 

Connais , know (thou). 
Connaissons , let us know. 
Connaissez, know (you). 


SUBJUNCTIVE MOOD. 
Present Tense. 


Que je connaisse , 

Que tu connaisses , 
Qu'il connaisse , 

Que nous connaissions , 
Que vous connaissiez , 
Qu'ils connaissent , 


that I may know, 
that thou mayst know, 
that he may know, 
that we may know, 
that you may know, 
that they may know. 


Subjunctive Past. 


Que je connusse , 

Que tu connusses , 
Qu'il conniit , 

nows connussions , 
$we vows connussiez , 
Qu'ils connussent , 


that I might know, 
that thou mightst know, 
that he might know, 
that we might know, 
that you might know, 
that they might know. 


Un acide , uft afcafr, un s<?/, un sulfite. 

31J5. AH the names of simple bodies or chemical elements, 
and most of the salts, are masculine. 

316. Some end in e mute, and accordingly form exceptions 
to the general rule. The principal are: Oxygene, oxygen; 
hydrogdne , hydrogen; azote or nitrogtne , nitrogen; sulfite or 


294 : 


THIRTY-SIXTH LESSON. 


soufre , sulphur; chlore , chlorine; iode, iodine ; phosphore , phos¬ 
phorus ; chrdme , chromium; cuivre , copper; mercure , mercury 
or quicksilver; antimoine , antimony ; platinc , platinum, etc. 

AW, liver; muscle , muscle; and artetre , artery, are masculine 
by exception. 

Assisted, to assist; demonter , to disjoint; employer , to employ; 
and rappeler , to recall, are regular verbs of the first conjugation, 
souvenir , to remember, is conjugated like flemr, to come. 

Servir y to serve, is an irregular verb, which will be explained 
later. 


EXERCISES, 


TO BE TRANSLATED INTO FRENCH. 


13. A few pretend, 312. 

14. A few eat. 

15. A few drink. 

16. Several write. 

17. Several examine. 

18. Several know. 

19. Every thing goes. 

20. Every thing becomes. 

21. Every thing languishes. 

22. People learn. 

23. People believe. 

24. People speak. 


1. Every one gives, 312. 

2. Every one thinks. 

3. Every one hears. 

4. One answers. 

5. One collects. 

6. One wishes. 

7. Somebody can. 

8. Some one proposes. 

9. Somebody refuses. 

10. Nobody does. 

11. Nobody likes. 

12. Nobody says. 


25. I showed this book to several friends, 312.—26. The 
baskets were weighed : each weighed fifteen pounds, 312.— 

27. You will examine each of these sheets of paper, 312.— 

28. Here are three students : each of them will answer well. 312. 
—29. This action is inhuman, 314.—^0. You are studying the 
Roman history, 314.—31. Our comrades are generous;—32. Gen¬ 
eral William has been killed, 310.—33. Professor Auzoux is a 
man of talent, 310.—34. They have not studied much, 313.— 
35. They have never assisted at a lesson, 313.—36. Good day, 
Sir.—37. I am very glad to see you.—38. Let us study. 



THIRTY-SEVENTH LESSON. 


295 


THIBTY- SEVENTH LESSON. 

FIRST DIVISION.-PRACTICAL PART. 


TEXT. 

LITERAL TRANSLATION. 

Trente-septi&me le^on. 

“ Ensuite, comment reconnaitre toutes 

Then t0 recognize 

les maladies, depuis le simple mat de tele 

maladies simple ache head 

ou la migraine jusqu’a l’apoplexie fon- 

megrim apoplexy ful- 

droyante ? Si j’allais prendre la coque- 

minant went to take hooping- 

liiclie pour une Hnxion de poitrine, un 

C0U gh inflammation breast 

rliume pour tin asthnie ou pour un ca- 

cold asthma ca " 

tarrlie, la rougeole pour la petite verole, 

tarrh measles small pox 

une engelure pour un ulc&re, une ti^vre 

chilblain ulcer fever 

maligne pout* une ti^vre tierce, ou la 

malignant tertian 

jaunisse pour la peste, il cn pourrait 

jaundice plague from it 

r£ suiter de ratals accidents. 

to result fatal accidents 

66 A* supposer que tons les obstacles 

to suppose obstacles 

s’aplanfssent et que je fusse certain de ne 

levelled (subj. past) certain 


296 


THIRTY-SEVENTH LESSON. 


pas me tromper, aiirais-je an moins 

deceive (mistake) should have at least 

afteiut Mioii but ? I?Ie voila medeciai... 

reached aim 

boss. Je rentre ehez moi, apr£§ avoir fait 

re-enter 

iaaes visites. Un bosi diner nfattend 

visits dinner awaits 

anpr£s d’un bon feu. Je me snets d table, 

near put table 

mourant de faim. 55 

dying 


THE SAME IN GOOD ENGLISH. 

u Besides, how can one distinguish the different diseases from 
one another, from a mere headache or a megrim to fulminant apo¬ 
plexy ? If I should mistake the hooping-cough for an inflamma¬ 
tion on the chest, a cold for an asthma or a catarrh, the measles 
for the small-pox, a chilblain for an ulcer, a malignant fever for 
a tertian fever, or the jaundice for the plague, fatal accidents 
might result from it. 

“ Even supposing that all obstacles were removed, and I were 
certain not to mistake, should I at least have attained my end ? 
Let us say that I am a doctor :—Well and good. I return home 
after visiting my patients. A nice dinner is ready for me, before 
a comfortable fire. I sit down to it, with a ravenous appetite.” 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


Quelle est cette legon ? 

Que faut-il qu’un medecin recon- 
naisse ? 

Quel mal Alexis semble-t-i’l re- 
garder comme peu de chose ? 


C’est la trente-septidme. 

Toutes les maladies. 

Le simple mal de t6te, on la mi¬ 
graine. 





THIRTY-SEVENTH LESSON. 


297 


Quelle maladie semble-t-il regar- 
der comme la plus terrible ? 

Quelle maladie craindrait-il de 
prendre pour une fluxion de 
poitrine ? 

Que craindrait-il de prendre pour 
un asthme ou pour un catarrhe ? 

Que craindrait-il de prendre pour 
la petite verole ? 

Que craindrait-il de prendre pour 
un ulcere ? 

Que craindrait-il de prendre pour 
une fidvre tierce ? 

Que craindrait-il de prendre pour 
la peste? 

Pour quelle maladie pourrait-il 
prendre la coquelucbe ? 

Pour quor prendrait-il un rbume ? 

Pour quoi prendrait-il la rou- 
geole ? 

Pour quoi prendrait-il une enge- 
lure? 

Pour quoi prendrait-il une fievre 
maligne ? 

Pour quoi prendrait-il la jaunisse ? 

Que pourrait-il resulter de pa- 
reilles erreurs ? 

Que suppose-t-il pour un mo¬ 
ment? 

De quoi serait-il certain alors ? 

Quelle question se fait-il, en sup- 
posant les obstacles aplanis ? 

Que s’imagine-t-il etre ? 

Ou rentre-t-il ? 

Apres quoi rentre-t-il cbez lui? 

Qu’est-ce qui l’attend ? 

Aupres de quoi est le bon diner ? 

Que fait-il 1 

Dans quelle disposition se met-il 
k table ? 


| L’apoplexie foudroyante. 

; La coquelucbe. 

Un rbume. 

La rougeole. 

Une engelure. 

Une fievre maligne. 

La jaunisse. 

Pour une fluxion de poitrine. 

Pour un astbme ou pour un ca¬ 
tarrhe. 

Pour la petite verole. 

Pour un ulcere. 

Pour une fievre tierce. 

Pour la peste. 

II en pourrait resulter de fatals 
accidents. 

Que tons les obstacles s'aplanis- 
sent. 

De ne pas se tromper. 

Aurais-je au moins atteint mon 
but? 

II s’imagine etre medecin. 

H rentre cbez lui. 

Apres avoir fait ses visites. 

Un bon diner. 

Aupres d ? un bon feu. 

II se met k table. 

Mourant de Mm. 


13* 



298 


THIRTY-SEVENTH LESSON. 


SENTENCES FOR ORAL TRANSLATION. 


TO BE TURNED INTO ENGLISH. 

Ilya bien longtemps que je ne 
vous ai vu, mon cher ami. 

O’est vrai, mon cher. Comment 
va la sante ? 

Pas trop mal, comme vous voyez. 
Et vous, comment allez-vous ? 

Tout doucement. J’ai ete bien 
malade. 

Bah I Qu’avez-vous eu ? 

J’ai eu une fluxion de poitrine. 

Comment cela vous est-il venu ? 

Cela a commence par un rhume. 

Ensuite j’ai eu une grande op¬ 
pression et une fievre violent©. 

Avez-vous un bon medecin ? 

Oui, je le pense. II a de la repu¬ 
tation. 

Que vous a-t-il present ? 

D’abord des sangsues; puis un 
vesicatoire. 

Etes-vous completement gueri ? 

Je ne sais pas. Je suis encore fai- 
ble et j’ai quelquefois des maux 
d’estomac. 

En avez-vous parle au docteur ? 

Oui; il pretend que cela tient k 
une maladie de foie. 

Mangez-vous avec appetit? 

Oui, j’ai toujours faim. 

Alors, vous serez bientot gueri. 

Je l’espere. 

J’allais oublier de vous demander 
des nouvelles de monsieur votre 

pkre. 


TO BE TURNED INTO FRENCH. 

It is very long since I saw you, 
my dear friend. 

True, my dear fellow. How is 
your health ? 

Pretty good, as you see. And 
how are you ? 

So, so. I have been very ill. 

You don’t say so! What was 
the matter with you ? . 

I had an inflammation on the 
chest. 

How did it come ? 

It began with a cold. 

Then I had a strong oppression 
and a violent fever. 

Have you a good physician ? 

Yes, I think so. He has some 
reputation. 

What did he prescribe ? 

Leeches at first; and then a blis¬ 
ter. 

Are you completely cured ? 

I do not know. I am weak still, 
and have sometimes a pain in 
my stomach. 

Have you spoken to the doctor 
about it ? 

Yes : he says it proceeds from a 
liver complaint. 

Do you eat with appetite ? 

Yes, I am always hungry. 

Then, you will soon be cured. 

I hope so. 

I was going to forget to inquire 
about your father’s health. 





THIRTY-SEVENTH LESSON. 


299 


Ham catarrhe. 

Et vos trois petits gargons ? 

Le plus age a la rougeole; le se¬ 
cond a la coqueluche, et le plus 
jeune, la petite verole. 

Mon Dieu! que de rnaux & la 
fois! 

Oui. Nous avons du malheur. 

Allons, prenez courage. 

Quand viendrez-vous nous voir ? 

Plus tard. Quand vos enfants 
jouiront d’une meilleure sante. 


He has a catarrh. 

And your three little boys ? 

The eldest has the measles, the 
second has the hooping-cough, 
and the youngest the small-pox. 

Dear me! how many evils at 
once! 

Yes. We are unlucky. 

Well, you must have courage. 

When will you come and see us ? 

Later. When your children are 
I in better health. 


SECOND DIVISION.—THEOEETICAL PAET. 

Trente-septieme, thirty-seventh, comes from trente-sept , 
thirty-seven. 

J'allais prendre , I was going to take. 

317. In French, as in English, to go is sometimes used as an 
auxiliary, being joined to another verb in the infinitive mood, 
and forming with it a particular future. 

Ex. Je vais prendre , I am going to take. 

Tu vas prendre , thou art going to take. 

II va prendre , he is going to take. 

Nous allons prendre , we are going to take. 

Vous allez prendre , you are going to take. 

Ils vont prendre , they are going to take. 

J'allais prendre, , etc., I was going to take, etc. 

318. A corresponding past tense is formed with vemr, to come 

Ex. Je viens de prendre , I have just taken. 

Tu viens de prendre , thou hast just taken. 

II vient de prendre , he has just taken. 

Nous venons de prendre , we have just taken. 

Vous venez de prendre , you have just taken. 

Ils viennent de prendre , they have just taken. 

Je venais de prendre , I had just taken. 




300 


THIRTY-SEVENTH LESSON. 


II en pourra.it resulter — II pourrait en resulter , 
there might result from it. 

319. The pronoun, when a regimen, is placed before its verb; 
but when an infinitive is governed by another verb, the pronoun 
referring to this infinitive may be placed before either verb. 
However, it is more conformable to general custom to place the 
pronoun regimen before the verb that governs it. 

Apr&s avoir fait, after making. 

320. It has been said (57) that the French prepositions 
govern the infinitive mood : accordingly, “ after havino made ” 
must be rendered by “ apres avoir fait I But, in English, the 
auxiliary having is sometimes suppressed, and the principal verb 
is governed directly by the preposition, thus: After making. 
This abbreviation would not be correct in French. 

Aupres d *un bon feu, near a good fire. 

321. Aupres is in turn an adverb and a preposition ; but 
as a preposition it has invariably to be followed by de. The 
most important adverbs are : 


Ailleurs , 

elsewhere. 

Expres , 

on purpose. 

Alors, 

then. 

Lentement , 

slowly. 

Autrefois, 

formerly. 

Loin , 

far. 

Autrement, 

otherwise. 

Mai, 

badly. 

D'abord, 

at first. 

Mieux , 

better. 

Debout, 

standing'up. 

Par tout, 

everywhere. 

Deja, 

already. 

Souvent , 

often. 

Dehors , 

outside. 

Surtout , 

above all. 

En arri&re , 

backward. 

Tard, 

late. 

En avant , 

forward. 

Tdt , 

soon. 

Enfin, 

finally. 

Tovjours, 

always. 

En bas, 

below. 

Tout a coup , 

, all at once. 

En liaut, 

above. 

a fait, 

quite. 

Ensemble, 

together. 

Vite, 

fast. 

Ensuite , 

afterwards. 

Volontiers, 

willingly. 


Mourant is the present participle of mourir, to die, one of 
the most necessary irregular verbs in French. 


THIRTY-SEVENTH LESSON. 


301 


Conjugation of the Irregular Verb Mourir, to die. 

INFINITIVE MOOD. 

Mourir , to die. 

Present Participle. Past Participle. 

Mourant , dying. Mort, died. 


INDICATIVE MOOD. 


Present Tense. 


Je meurs , 

I die, 

am dying, 

or do die. 

Tu meurs , 

thou diest, 

art dying, 

or dost die. 

II meurt , 

he dies, 

is dying, 

or does die. 

Nous mouronSy 

we die, 

are dying, 

or do die. 

Vous mourez , 

you die, 

are dying, 

or do die. 

Ils meurenty 

they die, 

are dying, 

or do die. 


Je mourcds , 

Tu mourais , 

II mourait , 
Nous mourions , 
Vous mouriez , 
77s mouraient , 


Imperfect. 


I died, 
thou diedst, 
he died, 
we died, 
you died, 
they died, 


or was dying, 
or wast dying, 
or was dying, 
or were dying, 
or were dying, 
or were dying. 


Past Tense Definite. 


Je mouruSy 

I died, 

or did die. 

Tu mounts , 

thou diedst, 

or didst die. 

II mourut , 

he died, 

or did die. 

Nous mourtimes, 

we died, 

or did die. 

Vous mourut es . 

you died, 

or did die. 

Ils moururent , 

they died, 

Future. 

or did die. 

Je mourrai , 

I shall die, 

or will die. 

Tu mourras , 

thou shalt die, 

or wilt die. 

II mourrcty. 

he shall die, 

or will die. 

Nous mourrons , 

we shall die, 

or will die. 

Vous mourreZy 

you shall die, 

or will die. 

Ils mourronty 

they shall die, 

or will die. 


302 


THIRTY-SEVENTH LESSON. 


CONDITIONAL MOOD. 

Je mourrais, I should die, or would die. 

Tu mourrais, thou shouldst die, or wouldst die. 
II mourrait , he should die, or would die. 

Nous mourrions, we should die, or would die. 

Vous mourriez, you should die, or would die. 

Ils mourraient , they should die, or would die. 


IMPERATIVE MOOD. 
Meurs, die (thou). 
Mourons , let us die. 
Mourez , die (you). 


SUBJUNCTIVE MOOD. 


Present Tense. 


Que je meure, 

Que tu meures , 
QuHl meure, 

Que nous mourions, 
<2we vows mouricz, 
Qu'ils meurent, 


that I may die. 
that thou mayst die. 
that he may die. 
that we may die. 
that you may die. 
that they may die. 


Subjunctive Past. 


Que je mourusse, 

Que tu mourusses, 
$wh7 mourutj 
Que nous mourussions, 
<^we vows mourussiez, 
Qti’ils mourussent , 


that I mio-ht die. 

o 

that thou mightst die. 
that he might die. 
that we might die. 
that you might die. 
that they might die. 


322. This verb takes etre, instead of avoir , in its compound 
tenses.—Ex. Je suis mort , I have died. Je suis mort means 
also sometimes, lam dead, but then mort is used as an adjective. 

Rhume, cold; astlime, asthma; catarrhe , catarrh; ulcere , 
ulcer; and obstacle , obstacle, are masculine by exception. 

Muligne , malignant; and tierce , tertian, are two adjectives 
whose feminine is formed irregularly. The masculine of maligne 
is malm, and of tierce, tiers. 

Resulter , to result; supposer, to suppose ; Romper, to deceive; 


THIRTY-SEVENTH LESSON. 


303 


and rentrer, to re-enter, are regular verbs of the first conjuga¬ 
tion : aplanir , to level, to smooth, to plane, is of the second. 

Reconnoitre , to recognize, is conjugated like connaitre , to be 
acquainted with; and atteindre , like craindre, to fear. 


EXERCISES, 

TO BE TRANSLATED INTO FRENCH. 


1. I have just spoken, 318. 

2. He has just spoken. 

3. We have just spoken. 

4. You have just spoken. 

5. They have just spoken. 

6. I had just spoken. 

7. He had just spoken. 

8. We had just spoken. 

9. You had just spoken. 

10. They had just spoken. 

11. I am going to speak, 317. 

12. He is going to speak. 

13. We are going to speak. 

14. You are going to speak. 

15. They are going to speak. 

16. I was going to speak. 

17. He was going to speak. 

18. We were going to speak. 

19. You were going to speak. 

20. They were going to speak. 


21. I have just finished, 318. 

22. He has just finished. 

23. We have just finished. 

24. You have just finished. 

25. They have just finished. 

26. I had just finished. 

27. He had just finished. 

28. We had just finished. 

29. You had just finished. 

30. They had just finished. 

31. I am going to finish, 317. 

32. He is going to finish. 

33. We are going to finish. 

34. You are going to finish. 

35. They are going to finish. 

36. I Avas going to finish. 

37. He was going to finish. 

38. We were going to finish. 

39. You were going to finish. 

40. They were going to finish. 


41. He is feared, but he is not loved.—42. He hears, but he 
does not ansAver.—43. I am sure that he understands you.— 
44. Come near me, 321.—45. Come nearer.—46. You are too 
near now.—47. I knoAV something, but I will not tell it.—48. He 
played two hours after finishing his task, 320.—49. Let us go 
elseAvhere.—50. It was then ten o’clock.—51. Do this now.— 
52. He studied well at first.—53. Is he far?—54. Let us learn 
together.—55. Do not work so sloAvly.—56. Is it late ? It is early. 
—57. Will he come to-day ?—58. He will be here to-morrow. 



304: 


THIRTY-EIGHTH LESSON. 


THIRTY-EIGHTH LESSON. 

FIRST DIVISION.-PRACTICAL PART. 

TEXT. 

LITERAL TRANSLATION. 

Trente-huiti&ine le^on. 

U A la premi&re cuilleree de sou pc que 

' spoonful soup 

j’avale, on sonne. Monsieur le comic 

swallow rings count 

| mi tel | , saisi d’un aec&s de goutte on 

such a one seized fit gout 

d’une to tax violente, me fait supplier de 

cough violent to entreat 

tout quitter pour apaiser ses soutffrances. 

leave to appease sufferings 

line autre fois, c’est madame la baronne 

My lady (Mrs.) baroness 

line telle qui a une attaque de nerIs, ou 

attack (fit) 

mademoiselle sa soeur qui § ? est donne 

miss sister to herself given 

une entorse, et dont la famille inqui&te 

sprain uneasy 

deniande que je | me rende | aupr&s 

asks repair (snbj.) 

d’elle a la minute anenie. 

her minute even 

“ Ou bleu encore, au milieu de la unit, 

midst 


THIRTY-EIGHTH LESSOR. 


305 


qui sait si Pon ne viendrait pas m’^veiller 

knows would come to wake 

(moi qui dors d’un somiueil si profbnd!) 

sleep sleep profound 

soit pour une operation, soit pour le 

either operation or 

pansement d J une folessure ? Tons mes 

dressing wound 

instants seraient pris, et les soins que je 

instants would be taken cares 

prodiguerais a la sante d’autrui llniraient 

should lavish other people would finish- 

par m’ oter la mienne. Hecidement, 

to take away mine Decidedly 

je ne me lerai pas medecin.” 

will make 


THE SAME IN GOOD ENGLISH. 

“ I have but just swallowed a spoonful of soup when the bell 
rings. Count such a one, seized with a fit of the gout, or a vio¬ 
lent cough, sends to beseech me to leave every thing else, and 
come and relieve his sufferings. Another time, Baroness such a 
one is in a fit of hysterics, or her sister has sprained her an¬ 
kle, and her anxious family beg I will come to her on that very 
minute. 

“ Or else, who knows but I may be waked up in the middle 
of the night (I who am such a sound sleepei!) either for an 
operation or to dress a wound ? Every moment of my time 
would be taken up, and the care I should bestow on the health 
of other people, would in the end ruin my own. Decidedly, I 
will not be a physician.” 



300 


thirty-eighth lesson. 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


Quelle est cette leqon ? 

A quel moment Alexis suppose- 
t-il qu’on sonne ? 

Qu’arrive-t-il a la premiere cuille- 
ree de soupe qu’il avale ? 

Qui est-ce qui est saisi d’un acc^s 
de goutte ou d’une toux vio- 
lente ? 

De quoi monsieur le comte un tel 
est-il saisi ? 

Pourquoi fait-il supplier le doc- 
teur de tout quitter ? 

Qu’est-ce que le comte fait de- 
mander au docteur 1 

Qu’arrive-t-il une autre fois k ma- 
dame la baronue une telle ? 

Qui a une attaque de nerfs ? 

Qui est-ce qui s’est donne une 
entorse ? 

Qu’est-il arrive k mademoiselle sa 
sceur ? 

Qui demande que le docteur se 
rende aupr6s d’elle 1 

Que demande sa famille inqui^te ? 

Quand viendrait-on- peut-6tre 
eveiller le docteur ? 

Que pourrait-il arriver au milieu 
de la nuit ? 

Pourquoi viendrait-on 1’eveiller ? 

Comment Alexis dort-il ? 

Croit-il qu’il pourrait disposer de 
quelques instants, s’il etait doc¬ 
teur? 

Qu’est-ce qui finirait par lui 6ter 
la sante ? 


C’est la trente-huiti^me. 

A la premiere cuilleree de soupe 
qu’il avale. 

On sonne. 

Monsieur le comte un tel. 


D’un acc6s de goutte ou d’une 
toux violente. 

Pour apaiser ses souffrances. 

De tout quitter pour apaiser ses 
souffrances. 

Elle a une attaque de nerfs. 

Madame la baronne une telle. 

Mademoiselle sa sceur. 

Elle s’est donne une entorse. 

Sa famille inquiete. 

Que le docteur se rende aupres 
d’elle, k la minute meme. 

Au milieu de la nuit. 

Qu’on viendrait l’eveiller. 

Pour une operation ou pour le 
pansement d’une blessure. 

II dort d’un sommeil profond— 
or, 11 dort profondement. 

Mon ; il dit que tous ses instants 
seraient pris. 

Les soins qu’il prodiguerait a 

| celle d’autrui. 




THIRTY-EIGHTH LESSON. 307 


Quel serait le resultat des soins 
qu’il prodiguerait k la sante 
d’autrui ? 

Quelle decision prend-il ? 


Ces soins finiraient par lui 6 ter 
la sienne. 

II prend la decision de ne pas se 
faire medecin— or, II dit: “ De¬ 
crement, je ne me ferai pas 
medecin.” 


SENTENCES FOR ORAL TRANSLATION. 


TO BE TUENED INTO ENGLISH. 

Monsieur le comte est-il chez lui ? 

Oui, monsieur; mais il dort en¬ 
core. 

Je croyais qu’il s’eveillait tou- 
jours de bonne heure. 

Oui, monsieur; mais il est rentre 
fort tard liier au soir. 

Et puis il a travaille jusqu’5, deux 
heures du matin. 

Savez-vous s’il a re<ju la visite de 
son avocat ? 

Je ne sais pas, monsieur. Mais 
son avoue est venu hier. 

Madame la comtesse est-elle vi¬ 
sible 1 

Non, monsieur. Elle a sa mi¬ 
graine. 

Et madame la baronne, sa soeur ? 

Elle est partie ce matin avec ses 
enfants. 

Il n’y a done personne de la fa- 
mille a qui je puisse parler ? 

Le pbre de monsieur le comte est 
chez lui; mais il est tr^s-souf- 
frant. 

QuVt-il done ? 

Il a la goutte. 

Allez lui demander s’il peut me 
recevoir. 


TO BE TUENED INTO FEENOH. 

Is the count at home ? 

Yes, sir; but he is still asleep. 

I thought he used to awake early. 

Yes, sir; but he returned home 
very late last night. 

And then he wrote till two o’clock 
in the morning. 

Do you know whether he has 
seen his counsel ? 

I don’t know, sir. But his at¬ 
torney called yesterday. 

Is the countess visible ? 

No, sir. She has a sick head¬ 
ache. 

And the baroness, her sister ? 

She started this morning with 
her children. 

So, there is no one of the family 
that I can speak to ? 

The count’s father is at home; 
but he is very poorly. 

What is the matter with him ? 

He has the gout. 

Go and ask him whether he can 
receive me. 






308 


THIRTY-EIGHTH LESSON. 


A l’instant, monsieur. 

Eh bien, que vous a-t-il dit ? 

II dit qu’il aura le plaisir de re- 
cevoir monsieur. 

Bien. 

Si monsieur veut bien me suivre, 
je lui montrerai le chemin. 


Directly, sir. 

Well, what does he say? 

He says he shall be happy to see 
you. 

Well. 

If you will be pleased to follow 
me, I will show you the way. 


SECOND DIVISION. —THEORETICAL PART. 

Trente-huitieme, thirty-eighth, comes from trente-huit, 
thirty-eight. 

Monsieur le comte—Madame la baronne — 
Mademoiselle sa sceur. 

323. Titles are preceded by Monsieur , Madame, or Mademoi¬ 
selle, and the article, in ceremonious language. The possessive ad¬ 
jective, before names of kindred, is preceded by the same epithets. 

Saisi d'un acces de goutte, seized with a fit of the gout. 

We have already seen that de means of or from, and that 
to is often translated by de (209). This preposition has also 
frequently to be rendered by with, as in the above example. 


to, at. 

Entre, 

between. 

after. 

Excepte, 

except. 

before. 

Par, 

by. 

with. 

Parmi, 

among. 

at or in the house of. 

Pendant, 

during. 

against. 

Pour, 

for. 

in, into, within. 

Sans, 

without. 

of or from. 

Selon, 

according to. 

since. 

Sous, 

under. 

behind. 

Sur, 

upon. 

before. 

Vers, 

towards. 

in. 

Vis-a-vis. 

, opposite. 


A, 

Apres, 

Avant, 

Avec , 

Chez, 

Contre, 

Dans, 

De, 

Depuis, 


Devant, 

En, 

II me fait supplier. 

325. Various examples have been seen already of faire fol¬ 
lowed by an infinitive. One of the most frequent meanings 
of such combinations is, To cause something to be done, To have, 




THIRTY-EIGHTH LESSON. 


309 


or To get it done, as in the above example, II me fait supplier, 
that is, He causes me to be entreated. 

II me fait supplier de tout quitter. 

326. When tout, all, every thing, anything, is a direct regi¬ 
men, it generally precedes the verb in the infinitive mood; and 
in the compound tenses it is placed between the auxiliary and 
the participle; as, Tai tout quitte , I have left all. But it fol¬ 
lows the verb in the simple tenses; as, Je quitte tout , I leave 
all. The same observations are applicable to rien. 

327. Madame is formed of ma, my, and dame, lady. It corre¬ 
sponds to Mrs. and to Lady, before a proper name; and to Madame , 
or My lady, in addressing a woman. The plural is Mesdames. 

328. Though the possessive adjective is inseparable in mon¬ 
sieur and messieurs, it is not so in madame and mesdames; ac¬ 
cordingly, a lady, some ladies, should be rendered by une dame , 
des dames, and not by une madame , des mesdames ; though we 
say, un monsieur, des messieurs. 

Baronne is the feminine of baron, a baron. 

329. Substantives denoting titles, qualities, or professions, 
which may belong to either sex, often produce feminine deriva¬ 
tives, by means of tffe same terminations that adjectives take to 
form their feminine ; as, Baron, baronne; marquis, marquise; 
musicien, musicienne, etc. 

330. Mademoiselle is formed of the possessive adjective 
ma, and demoiselle, young lady. It corresponds to Miss , before 
a proper name; and to Miss or Madam, in addressing a girl or 
an unmarried woman. The plural is Mesdemoiselles. 

331. Without the possessive adjective, demoiselle signifies 
girl, young lady (unmarried), single woman, spinster. 

La famille demande. 

This might be translated by The family asks, or by The 
family ask, according to the rule of English grammar, that a 
noun of multitude may have a verb or pronoun agreeing with 
it, either of the singular or plural number, according to its sense 
of unity or plurality; but in French it would not be correct to 
say, La famille demandent. 


810 


TIIIRTY-EIGHTII LESSON. 


332. A noun of multitude in the singular number re¬ 
quires that the verb or pronoun should agree with it in the singu¬ 
lar number, unless it be employed as a partitive collective noun. 

A la minute meme, at the very minute. 

333. The word very, when it precedes an adjective or an 
adverb, is rendered by tres, bien , or fort, as has been seen in the 
following examples : Tres-agreable , bien fous , fort pen; but 
when it precedes a substantive, it is generally rendered by 
MfiME, placed after the substantive. 

Dors is the first person singular of the indicative mood, 
present tense, of dormir , to sleep, one of the most important 
irregular verbs in French. 


Conjugation of the Irregular Verb Dormir, to sleep. 


INFINITIVE MOOD. 
Dormir , to sleep. 


Present Participle. Past Participle. 

Dormant , sleeping. Dormi , slept. 

INDICATIVE MOOD. 


Je dors , 

Tu dors , 

II dort , 

Nous dormons , 
Vous dormez , 
Ils dorment , 


Present 
I sleep, 
thou sleepest, 
he sleeps, 
we sleep, 
you sleep, 
they sleep, 


Tense. 

am sleeping, 
art sleeping, 
is sleeping, 
are sleeping, 
are sleeping, 
are sleeping, 


or do sleep, 
or dost sleep, 
or does sleep, 
or do sleep, 
or do sleep, 
or do sleep. 


Je dormais , 

Tu dormais , 

II dormait , 
Nous dormions , 
Vous dormiez , 
Ils dormaient , 


Imperfect. 

I slept, or was sleeping, 

thou sleptst, or wast sleeping, 

he slept, or was sleeping, 

we slept, or were sleeping, 

you slept, or were sleeping, 

they slept, or were sleeping. 


THIRTY-EIGHTH LESSON. 


311 


Past Tense Definite. 


Je dormis, 

Tu dormis, 

II dormit, 

Nous dormimes, 
Vous dor mites, 
Ils dormirent, 

Je dormirai, 

Tu dormiras, 

II dormira, 
Nous dormirons, 
Vous dormirez, 
I/s dormiront, 


I slept, or 

thou sleptst, or 

he slept, or 

we slept, or 

you slept, or 

they slept, or 

Future. 

I shall sleep, 
thou shalt sleep, 
he shall sleep, 
we shall sleep, 
you shall sleep, 
they shall sleep, 


did sleep, 
didst sleep, 
did sleep, 
did sleep, 
did sleep, 
did sleep. 


or will sleep, 
or wilt sleep, 
or will sleep, 
or will sleep, 
or will sleep, 
or will sleep. 


CONDITIONAL MOOD. 


Je dormirais, 

Tu dormirais, 

II dormirait, 
Nous dormirions, 
Vous dormiriez, 
Ils dormiraient, 


I should sleep, 
thou shouldst sleep, 
he should sleep, 
we should sleep, 
you should sleep, 
they should sleep, 


or would sleep, 
or wouldst sleep, 
or would sleep, 
or would sleep, 
or would sleep, 
or would sleep. 


IMPERATIVE MOOD. 


Dors , sleep (thou). 

Dormons , let us sleep. 
Dormez, sleep (you). 


SUBJUNCTIVE MOOD. 
Present Tense. 


Que je dorme, 

Que tu dormes, 
Qrfil dorme, 

Que nous dormions, 
Que vous dormiez, 
QvCils dorment, 


that I may sleep, 
that thou mayst sleep, 
that he may sleep, 
that we may sleep, 
that you may sleep, 
that they may sleep. 


312 


THIRTY-EIGHTH LESSON. 


Subjunctive Past. 


Que je dormis.se, that I might sleep. 

Que tu dormisses, that thou mightst sleep. 

Qu'il dormit, that he might sleep. 

Que nous dormissions , that we might sleep. 

Que vous dormissiez, that you might sleep. 
Qu'ils dormissent, that they might sleep. 


Toux, cough, is feminine by exception. 

Avaler , to swallow; sonner, to ring; supplier , to entreat; 
quitter , to quit; appetiser , to appease ; donner , to give ; demander, 
to ask ; eve tiler , to wake; prodiyuer , to lavish; and dter, to take, 
to take off, to take away, are regular verbs of the first conjuga¬ 
tion : saisir , to seize, is of the second. 


EXERCISES, 


TO BE TRANSLATED INTO FRENCH. 


9. Between us, 324. 

10. For you. 

11. Without them. 

12. I take off. 

13. I shall take off. 

14. I should take off. 

15. Take off. 

16. I have taken off. 


1. After me, 324. 

2. Before him. 

3. With her. 

4. Bo I sleep ? 

5. Was I sleeping ? 

6. Bid I sleep ? 

7. Shall I sleep? 

8. Should I sleep ? 


17. Are you Mrs. Belatour? 327.—18. No, madam; I am 
her sister, 323.—19. Ladies, if you will follow me, I will show 
you the way, 327.—20.’ Is your father at home, Miss? 323, 330. 
—21. Where is Miss Charlotte? 330.—22. She is in the garden 
with another young lady, 331.—23. They would sleep till to¬ 
morrow morning.—24. Can I see your father?—25. Shall I 
have the pleasure of seeing your sister ? 323.—26. lie knows 
every thing.—27. They have eaten all.—28. We have seen 
every thing.—29. They have learned nothing.—30. He knows 
nothing.—31. The very person, 333.—32. The very instant, 333. 

—33. The very name, 333.—34. The very man, 333. 



THIRTY-NINTH LESSON. 


313 


THIRTY-NINTH LESSON. 


FIRST DIVISION.-PRACTICAL PART. 

TEXT. 

LITERAL TRANSLATION . 

Trente-neuvi&me le^on. 

46 Si je ni ? engageals ? On vit Men clans 

engaged (enlisted) ^ lives 

une bonne garnison; et I’on n’a pas be- 

garrison 

soin d’etre savant pour se faire soldat. 

learned soldier 

Toutefois, saehant deja lire, ecrire et 

Nevertheless knowing already to read 

compter, j’aurais plus de chances d’avan- 

calculate chances pro- 


ceinent que bien d’autrcs. Je pourrais 

motion many * 

parvenir an grade de general. Cela se 

attain grade general 

voit en France, ou quiconque serf la 

sees France whoever serves 

patrie porte dans sa giberne le baton 

country bears cartridge-box stick (truncheon) 

de marechal et la eroiv d’honneur. C’est 

field-marshal cross 


dommage qu’il faille se battre. Cette 

must (s-ubj.) to fight 

obligation ne me plairait pas $ car je 

obligation would please 

suis d’huineur benigne et paeifique. 


humor benign pacific 

14 


S14 


THIRTY-NINTH LESSON. 


u Je n’aisnerafs pas 12011 plus Ic§ 

neither 

conees, mi lc§ inarches forcees, 11 i 

drudgeries (extra-duty) marches forced 

tows les desag reisients qui les aecom pa- 

unpleasantness accom- 

g’nent. Tan tot vows grelottez par waa froid 

pany Sometimes shiver cold 

de dix degres aw-dessows de zero; tantot, 

ten degrees below zero 

eerase sous le poids de voire equipement, 

crushed accoutrement 

vows vows traaiaez, le sac sur le dos et le 

drag knapsack back 

twsil sur l’epawle, par usie chalewr etowf- 

musket shoulder heat suffo- 

fante; ow hiesa vows emfosicez jusqw’d 

eating sink 

ani-jamhe dans des iwarais fangeux.” 

mid-leg marshes miry 


TEE SAME IE GOOD ENGLISH. 

“ Supposing I was to enlist ? A garrison life is very agree¬ 
able, and it is not necessary to be learned to become a soldier. 
However, as I know how to read and write and cast accounts, I 
should have more chances of promotion than many others. I 
might rise to the rank of a general. Such things are seen in 
France, where every man who serves his country has the trun¬ 
cheon of a field-marshal and the cross of the legion of honor 
within his grasp. Only it is a pity one is obliged to fight. I 
should not like this obligation, for I am of a mild and peaceful 
disposition. 

“ Neither should I like extra-duty, nor forced marches, nor all 
the disagreeable accompaniments which attend them. Some- 



THIKTT-NTJTTH LESSON. 


315 


times shivering in the cold ten degrees below the freezing-point; 
sometimes, crushed with the weight of your accoutrements, you 
drag yourself along, with your knapsack on your back and your 
musket on your shoulder, in a suffocating heat, or else sunk up 
to the middle of your legs in miry marshes.” 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


Quelle est cette le<jon ? 

Que dit Alexis au commencement 
de cette le^on ? 

Selon lui, comment vit-on dans 
une bonne garnison 

Ou vit-on bien ? 

Pour quoi n’a-t-on pas besoin 
d’etre savant ? 

De quoi n’a-t-on pas besoin pour 
se faire soldat ? 

Que sait-il deja, toutefois ? 

Quelles chances aurait-il ? 

Pourquoi aurait-il plus de chances 
d’avancement que bien d’au- 
tres ? 

A quel grade pourrait-il parvenir ? 

Ou cela se voit-il ? 

Que porte dans sa giberne qui- 
conque sert la patrie ? 

Quelle est l’obligat.ion qui ne 
plairait pas k Alexis ? 

Pourquoi cette obligation ne lui 
plairait-elle pas ? 

Qu’est-ce qu’il n’aimerait pas non 
plus ? 

Que fait, mi soldat par un froid de 
<11 x dogres? 


C’est la trente-neuvteme. 

“ Si je m’engageais ? ” 

On vit bien. 

Dans une bonne garnison. 

Pour se faire soldat. 

On n’a pas besoin d’etre savant. 

II sait lire, ecrire et compter. 

II aurait plus de chances d’avan¬ 
cement que bien d’autres. 

Parce qu’il sait lire, ecrire et 
compter. 

Au grade de general. 

En France. 

Le baton de marechal et la croix 
d’honneur. 

L’obligation de se battre. 

Parce qu’il est d’humeur benigne 
et pacifique. 

Les corvees, ni les marchos for- 
cees, ni tous les desagrements 
qui les accompagnent. 

II grelotte. 




316 


THIRTY-NINTH LESSON. 


Par quel froid grelotte-t-il quel¬ 
quefois ? 

Sous quel poids se trouve-t-il 
quelquefois ecrase ? 

Qu’a-t-il sur le dos ? 

Qu’a-t-il sur l’epaule ? 

Comment porte-t-il le sac ? 

Comment porte-t-il le fusil ? 

Que fait-il quelquefois par une 
chaleur etouffante ? 

Par quelle temperature se traine- 
t-il ainsi ? 

Jusqu’ou enfonce-t-il dans des 
marais fangeux ? 

Dans quoi enfonce-t-il jusqu’& 
mi-jambe? 


Par un froid de dix degres au- 
dessous de zero. 

Sous le poids de son equipement. 

i Le sac—<?r, Son sac. 

Le fusil—or, Son fusil. 

Sur le dos. 

Sur l’epaule. 

II se traine, le sac sur le dos et le 
fusil sur l’epaule. 

Par une chaleur etouffante. 

Jusqu’& mi-jambe. 

Dans des marais fangeux. 


SENTENCES FOR ORAL TRANSLATION. 


TO BE TURNED INTO ENGLISH. 

II fait bien beau aujourd’hui. 

Yous trouvez ? Pour moi, la cha¬ 
leur me semble etouffante. 

II n’y a pourtant que vingt-deux 
degres. 

Je ne comprends rien h votre 
thermom&tre. Je ne connais 
que celui de Fahrenheit. 

Le nbtre me parait plus simple. 

C’est peut-^tre parce que yous y 
etes accoutume. 

C’est bien possible. 

Nous autres, par vingt-deux de¬ 
gres, nous entendrions une tem¬ 
perature tres-froide. 

Et nous aussi, si nous disions 
vingt-deux degres au-dessous 
de zero. 


TO BE TURNED INTO FRENCH. 

It is very fine weather to-day. 

Do you think so? I find the 
heat sultry. 

We have however but twenty- 
two degrees. 

I do not understand your ther¬ 
mometer. I know but Fahren¬ 
heit’s. 

Ours seems to me to be more 
simple. 

It is perhaps because you are used 
to it. 

May be. 

For us, twenty-two degrees would 
be a very cold temperature. 

And for us too, if we said twenty- 
two degrees below zero. 






THIRTY-NINTH LESSON. 


Quelle temperature entendez- 
vous done par zero ? 

Celle de la congelation de l’eau. 

Bien. 

L’espace entre ce point et celui 
•de 1’ebullition de l’eau est gra- 
due en cent divisions ou parties 
egales. 

Je comprends maintenant pour- 
quoi vous appelez votre ther- 
mom^tre centigrade. Mais n’en 
avez-vous pas encore un autre? 

Oui; celui de Reaumur, dans 
lequel le m£.me espace est gra- 
due en quatre-vingts divisions, 
au lieu de cent. 

Duquel se sert-on le plus ? 

Du thermometre centigrade. On 
n’emploie gu&re l’autre au- 
jourd’hui. 

Quelle est la plus haute tempera¬ 
ture que vous ayez k Paris ? 

Dans les grandes chaleurs, nous 
avons quelquefois plus de trente 
degres. 

A combien de degres de Fahren¬ 
heit cela equivaut-il? 

A environ quatre-vingt-dix. 

Ce doit 6tre insupportable. 

Je vois que vous n’aimez pas la 
chaleur. 

Non, j’y suis plus sensible qu’au 
froid. 


317 

What temperature, then, do you 
mean by zero ? 

Freezing-point. 

I understand. 

The space between that and the 
degree at which water boils is 
graduated into a hundred divi¬ 
sions or equal parts. 

Now I understand why you give 
the name of centigrade to your 
thermometer. But have you 
not another ? 

Yes; Reaumur’s, in which the 
same space is graduated into 
eighty divisions, instead of a 
hundred. 

Which is most commonly used ? 

The centigrade thermometer. 
The other is scarcely employed 
now. 

What is the highest temperature 
that you have in Paris ? 

In the hottest days, we have 
sometimes more than thirty de¬ 
grees. 

How many degrees of Fahrenheit 
wotild that make ? 

About ninety. 

It must be intolerable. 

I see you do not like the heat. 

No, I don’t; it affects me more 
than cold. 



318 


THIRTY-NINTH LESSON. 


SECOND DIVISION.—THEOEETICAL PAET. 

Trente-neuyieme, thirty-ninth, comes from trente-neuf, 
thirty-nine. 

Yit is the third person singular, of the indicative mood, 
present tense, of vivre , to live, one of the most important irregu¬ 
lar verbs in French. 

Conjugation of the Irregular Verb Vivre, to live. 


INFINITIVE MOOD. 

Vivre , to live. 

Present Participle. Past Participle. 

Vivant , living. Vecu, lived. 

INDICATIVE MOOD. 

Present Tense. 


Je vis , 

I live, 

am living, 

or do live. 

Tu vis , 

thou livest, 

art living, 

or dost live. 

H vit , 

he lives, 

is living, 

or does live. 

Nous vivons, 

we live. 

are living, 

or do live. 

Vous vivez , 

you live. 

are living, 

or do live. 

Us vivent , 

they live, 

are living, 

or do live. 


Je vivaisj 
Tu vivais , 

II vivaitj 
Nous virions , 
Vous vivieZj 
Its vivaient , 


Imperfect. 

I lived, or was living, 
thou livedst, or wast living. 


he lived, 
we lived, 
you lived, 


or was living, 
or were living, 
or were living. 


they lived, or were living. 
Past Tense Definite. 

Je vecus , I lived, or did live. 

Tu vecus , thou livedst, or didst live. 

U vecut, he lived, or did live. 

Nous veciimes , we lived, or did live. 

Vous vecutes , you lived, or did live. 

I Is vecurent , they lived, or did live. 


TfflBTY-XTNTH LESSON. 


Future. 


Je vivrai. 

I shall live. 

or will live. 

Tu vivras. 

thou shalt live. 

or wilt live. 

II vivra. 

he shall live. 

or will live. 

Nous vivrons, we shall live. 

or will live. 

Vous vivrez. 

you shall live, 

or will live. 

Us vivront, 

they shall live, 

or will live. 

CONDITIONAL MOOD. 

Je vivrais. 

I should live. 

or would live. 

Tu vivrais, 

thou shouldst live, 

or wouldst live. 

H in era it, 

he should live, 

or would live. 

Nous vivrions, 

we should live, 

or would live. 

Vous vivriez, 

you should live, 

or would live. 

lls vivraient, 

they should live, 

or would live. 


IMPERATIVE MOOD. 

Vis, live (thou). 

Virons, let us live. 
Viuez , live (you). 


SUBJUNCTIVE MOOD. 

Presext Tkxse. 

Que je vire, that I may live. 

Que tu vires , that thou mayst live. 

Quit rive, that he may live. 

Que nous virions, that we may live. 

Que vous viviez, that you may live. 

Qu'ils viucnt, that they may live. 


Subjunctive Past. 


Que je vecusse, 

Que tu vecusses, 

Qu il veciit, 

Que nous verussions, 
Que vous vecussiez, 
Quils vecusstn t. 


that I might live, 
that thou mightst live 
that he might live, 
that we might live, 
that vou might live, 
that they might live. 


320 


THIRTY-NINTH LESSON. 


Cela se voit , that is seen. 

334. The passive form is less frequently used in French than 
in English ; and verbs, which should be passive according to the 
sense, often take the reflective or pronominal form in French, as 
in the above example. This idiomatic construction will not sur¬ 
prise an English student, if he consider that in his own language 
an equivalent impropriety exists, when we say, The door opens , 
for, The door is opened; The boohs never sold , for, The boohs 
were never sold . These phrases would be rendered by, La porte 
s'ouvre ; Les livres ne se vendirent jamais. 

II porte dans sa giberne le baton de marechal , 
be carries in his cartridge-box the truncheon of a field-marshal. 

335. When a verb has two substantives for regimens, the one 
direct and the other indirect, it is usually followed by both ; and 
if they are of the same length, the direct one is placed first—if 
not, the shorter precedes the longer. 

Je rd aimer ais pas non plus , neither would I like. 

336. Non plus is opposed to aussi , also, likewise; being 
used in the negative, when aussi is employed in the correspond¬ 
ing affirmative sentences; as, Cette obligation me plairait; 
j'aimerais aussi les corvees , etc. 

337. It is often difficult to translate properly the word more 
into French. Used in turn to indicate quantity and time, it has to 
be rendered by plus, whenever it can be replaced by a greater 
quantity or a greater number; and by encore, when still or 
yet would be more appropriate, taking care to transpose all the 
words of the sentence in accordance with this substitution. 

Ex. More bread than meat, plus de pain que de viande — 
literally, a greater quantity of bread than of meat. 

Have you any more bread ? Avez-vous encore du pain ?■— 
literally, Have you still some bread ? 

But no more, not more, not any more, are always trans¬ 
lated by plus, with ne put before the verb. 

Ex. I have no more bread, Je riai plus de pain. 

338. We have now seen all the words which require ne put 
before the verb. The most important are: 


THIRTY-NINTH LESSON. 


321 


Pas, 

when used in the sense of no, or not 

Personne, 

u 

“ NOBODY. 

Rien, 

u 

“ NOTHING. 

Plus, 

u 

NO MORE, NOT MORE, OT NOT ANY 

Que, 

u 

BUT, ONLY. 

Nul, 

u 

“ “ NO. 

m, 

u 

“ NEITHER. 


339. § 1. Tant6t, formed of tant and tdt , generally denotes ' 

an indefinite time, either past or future, and corresponds to, in 
the course of the day , by and by, soon, sometimes , and now. 

§ 2. When tot is joined to the adverbs aussi, bien, si, it 
forms a single word with them, thus: Aussitdt, as soon, im¬ 
mediately ’ bientot, soon ; sitdt, so soon. 

§ 3. It forms a similar combination with tant and plus , thus : 
Tan.tdt, plutbt. But plutot is only employed in the sense of 
rather^ denoting preference, and must not be confounded with 
plus tdt, sooner, earlier. 


340. Dessous, already seen in the eleventh lesson, is either 
an adveib signifying under or below, or a substantive signifying 
under part . It is seldom used as a preposition. Au-dessous, 
under, beneath, below, is always an adverb, unless it be followed 
by de , in which case it becomes a preposition, and requires a 
regimen. The same observations are applicable to dessus, 
au-dessus, and au-dessus de, seen in.the twenty-sixth lesson. 


Le sac sur le dos, Le fusil sur Vepaule, 

the knapsack on the back. the gun on the shoulder. 

341. The preposition avec, with, is here understood, and its 
ellipsis is common to all similar phrases. 

342. Mi is an inseparable syllable, denoting the division of a 
thing into two equal parts. It .is joined to the principal word 
by & hyphen, except in midi, mid-day, and minuit, midnight. 

343. The most necessary conjunctions are : 


A fin que , 
Ainsi que, 

A moins que , 
Car, 


in order that, 
as well as. 
unless, 
for, because. 


Comme, 
Done, 

Et, 

Lorsque, - 


as, like. how. 
then, 
and. 
when. 


14® 


THIRTY-NINTH LESSON. 


900 


Mais, 

m, 

Or, 

On, 

Pourvu que, 
Parce que, 


but. 

neither, nor. 

now. 

or. 

provided. 

because. 


Quand, 

Que, 

Quoique, 

Si, 

Si non, 
Tandis que, 


when. 

that. 

although, 
if, whether, 
if not. 
while. 


Grade, grade, is masculine; garnison , garrison ; and croix, 
cross, are feminine, by exception. 

Engager, to engage; compter, to count, to rely; porter, to 
carry; aimer, to like, to love ; accompagner, to accompany; 
g relot ter, to shiver; ecraser , to crush ; trainer, to drag; and 
enfoncer , to sink, are regular verbs of the first conjugation. 

Parvenir, to attain, is conjugated like venir, to come. 

Lire, to read, and plaire , to please, are irregular verbs, which 
will be explained later. 


EXERCISES, 


TO BE TRANSLATED INTO FRENCH. 


1. That is said, 334. 

2. That is eaten. 

3. That is sold. 

4. That is lost. 

5. That is understood. 

6. That is drunk. 


7. I do not say, 338. 

8. Nobody eats. 

9. We sell nothing. 

10. Lose no more. 

11. They understand but little. 

12. Neither you nor I. 


13. I hope you will come soon.—14. I will come as soon as I 
am free.—15. The bread was not on the table.—16. His grief 
cannot be appeased.—17. You will read a very extraordinary 
story in this book.—18. He always sleeps with his mouth open. 
— 19. He is waiting, with his elbows on the table—20. Have 
you any more wine? 337.—21. I have some more, 337.—22. I 
have no more, 337.—23. Have you any more paper ? 337.—24. I 
have some more, 337.—25. I have no more, 337.—26. Have you 
any more fish? 337.—27. I have some more, 337.—28. I have 
no more, 337.—29. When did you come? 343.—30. While you 
were writing, 343.—31. But I did not see you enter. 




FORTIETH LESSON. 


323 


FORTIETH LESSON. 

FIRST DIVISION.-PRACTICAL PART. 

TEXT. 

LITERAL TRANSLATION . 

Qimranti&me le^on. 

Fortieth 

a la fbi, je I’avotie, §ans etre polti’oai, 

faith own coward 

je aa’ai pas 1’esprit belliqueux de aaaon 

spirit warlike 

cousin Jean-Pierre 5 qui servit da bis la 

cousin John Peter served 

guerre d’Afriquc, et qui fat tue daaas uaae 

war Africa killed 

bataiile livree a itiae ta*ibu d’Aa*abes. 

battle tribe Arabs 

Pauva*e Jeaia-Piea’a*e! II y a deisx aais 

qia’il est mort. Quand 11 aaia*ait pat 

dead would have been able 

aaaener uaae existence si paisibBe au 

to lead existence peaceable 

aaailieu des siens, il aiiaaa mieux cher- 

his liked to 

cher t'oa’tune ailleaia*s. 

seek elsewhere 

66 II quitta le pays il y a six ans, pour 

left country 

courir les aventaares. 51 s’cnrola & Cons- 

to run adventures enlisted Con- 


324 


FORTIETH LESSON. 


tail tine, et il y avail dix-lmit moi§ qu’il 

stantine 

eta it dans l’arniee, clieri de se§ camarades 

army beloved 

et estime de ses chefs, qnand il cut la 

esteemed chiefs 

esaisse traverse© par line halle et le crane 

thigh traversed ball (bullet) skull 

fendu d’un coup de sabre. Je liens ces 

cleft stroke sabre hold 

details de quelqu’un de veridique et de 

somebody veracious 

bien inform©.” 

informed 


TEE SAME IN GOOD ENGLISH. 

“ In faith, I confess that, without being a coward, I have not 
the warlike spirit of my cousin John Peter, who served in the 
war of Africa, and was killed in a battle fought against a tribe of 
Arabs. Poor John Peter ! He has been dead these two years. 
Although he could have led such a peaceable life among his 
friends and relations, he preferred trying his luck elsewhere. 

“ He left the country six years ago to seek for adventures. He 
enlisted at Constantine, and had been eighteen months in the 
army, beloved by his comrades and esteemed by his chiefs, when 
he had his thigh shot through with a bullet and his skull laid 
open with the cut of a sabre. I received these particulars from a 
credible person well acquainted with the facts.” 



FORTIETH LESSON. 


325 


QUESTIONS AND ANSWERS FOR CONVERSATION. 


Quelle est cette le<;on ? 

Comment s’appelait le cousin 
d’Alexis ? 

Qui s’appelait Jean-Pierre ? 

Quel esprit avait-il ? 

Qu’est-ce qu’Alexis avoue ? 

Oil son cousin Jean-Pierre ser- 
vit-il ? 

Oii fut-il tue ? 

A qui cette bataille fut-elle li- 
vree? 

Au moment ou Alexis parle, com- 
bien y a-t-il que son cousin est 
mort ? 

Ou aurait-il pu mener une exis¬ 
tence paisible ? 

Qu’aurait-il pu mener au milieu 
des siens ? 

Qu’aima-t-il mieux faire ? 

Au moment ou Alexis parle, 
combien y a-t-il que son cousin 
quitta le pays ? 

Que fit-il il y a six ans ? 

Pourquoi quitta-t-il le pays ? 

Ou s’enrola-t-il ? 

Que fit-il & Constantine ? 

Combien y avait-il qu’il etait dans 
l’armee, quand il fut tue ? 

De qui etait-il cheri ? 

De qui etait-il estime ? 

De quelle maniere perit-il ? 

De qui Alexis tient-il ces details ? 


C’est la quarantine. 

Il s’appelait Jean-Pierre. 

Le cousin d’Alexis. 

Un esprit belliqueux. 

Il avoue que, sans etre poltron, 
il n’a pas l’esprit belliqueux de 
son cousin Jean-Pierre. 

Il servit dans la guerre d’Afrique. 

Dans une bataille. 

A une tribu d’Arabes. 

Il y a deux ans. 

Au milieu des siens. 

Une existence paisible. 

Il aima mieux cbercber fortune 
ailleurs. 

Il y a six ans. 

Il quitta le pays. 

Pour courir les aventures. 

A Constantine. 

Il s’enrola. 

Il y avait dix-huit mois. 

De ses camarades. 

De ses chefs. 

Il eut la cuisse traversee par une 
balle et le cr&ne fendu d’un 
coup de sabre. 

De quelqu’un de veridique et de 
bien informe. 




326 


FORTIETH LESSON. 


SENTENCES EOB OBAL TRANSLATION 


TO BE TURNED INTO ENGLISH. 

Est-il vrai qne votre cousin se 
soit engage ? 

Oui, il s’est fait soldat. 

Y a-t-il longtemps ? 

II y a trois ans. 

Ou est-il maintenant ? 

H est en Afrique. 

Comment ses parents ont-ils pn 
le laisser partir ? 

II a quitte la maison paternefle 
sans rien dire a personne. 

Qne ces jeunes gens sont etour- 
dis! 

II n’est pas si -jenne qne vons le 
croyez. 

Qnel age a-t-il done ? 

II a vingt-huit ans. 

Je croyais qu’il n’avait pas vingt 
ans. 

Yons vons trompiez. 

A-t-il dn gout pour Petat mili- 
taire? 

Oui, beaaconp. H est d’un ca- 
ractere tres-belliqueux. 

S’est-il deja battn depnis qu’il est 
en Afrique ? 

Oh! bien des fois. 

Yraiment ? 

H a commence par se battre avec 
plusieurs de ses camarades. 

Bah! * I 

Ensuite il a tue beaucoup d'Ara- 
bes. 

Quelle belle chose qne la guerre! 

Yous tronvez? 

Ma foi, oui. J’aime la gloire. 


TO BE TURNED INTO FRENCH. 

Is it true that your cousin has 
enlisted? 

Yes, he has turned soldier. 

Is it a long time since ? 

Three years. 

Where is he now ? 

He is in Africa. 

How could his parents let him 
depart ? 

He left his paternal roof with¬ 
out saying a word to any¬ 
body. 

How thoughtless those young 
people are! 

He is not so young as you believe. 

How old is he, then ? 

He is twenty-eight years old. 

I thought he was not twenty. 

You were mistaken. 

Has he any taste for a military 
life? 

Yes, indeed. He is of a very 
warlike disposition. 

Has he fought yet, since he has 
been in Africa ? 

Oh! many times. 

Indeed? 

First of all, he fought with sev¬ 
eral of his comrades. 

You don’t say so! 

Then, he has killed many Arabs. 

What a fine thing war is! 

Do yon think so ? 

Faith, I do. I am fond of glory. 




FORTIETH LESSON. 


327 


C’e>t done bien glorieux de tner 
beanconp d’hommes? 

H faot bien le croire, car e’est 
l’opinion de tout le monde. 

Si vous etiez dans nne maison de 
fous, vous vous croiriez done i 
oblige de devenir fon vous- 
meme? 

Allez, vous 6tes un original. 


I Is it so very glorious to slay a 
great many men? 

I We must believe so; for it is the 
opinion of everybody. 

If yon were in a mad-house, 
then you would think your¬ 
self obliged to go mad also ? 

Well, really, you are an eccen¬ 
tric fellow. 


SECOND DIVISION.—THEORETICAL PART. 

Qcarantieme, fortieth, comes from quarante , forty. 

This completes the study of the numeral adjectives in French. 
344. The cardinal numbers are : 


1. Un, une. 

19. Dix-neuf. 

2. Deux, 

20. Yingt 

3. Trois. 

21. Yingt-et-un. 

4. Quatre. 

22. Yingt-deux. 

5. Cinq. 

30. Trente. 

6. Six. 

31. Trente-et-un. 

7. Sept 

32. Trente-deux. 

8. Huit 

40. Quarante. 

9. Neuf. 

41. Quarante-et-un. 

10. Dix. 

42. Quarante-deux. 

11. Onze. 

50. Cinquante. 

12. Douze. 

51. Cinquante-et-un. 

13. Treize. 

52. Cinquante-deux. 

14. Quatorze. 

60. Soixante. 

15. Quinze. 

61. Soixante-et-un. 

16. Seize. 

62. Soixante-deux. 

17. Dix-sept. 

70. Soixante-dix. 

18. Dix-huit 

71. Soixaute-et-onze. 





328 


FORTIETH LESSON. 


72. Soixante-douze. 

73. Soixante-treize. 

74. Soixante-quatorze. 

75. Soixante-quinze. 

76. Soixante-seize. 

77. Soixante-dix-sept. 

78. Soixante-dix-huit. 

79. Soixante-dix-neuf. 

80. Quatre-vingts. 

81. Quatre-vingt-un. 

345. The ordinal numbers 
adding the termination i£me. 
1st. Premier. 

2d. Second, or deuxieme. 
3d. Troisieme. 

4th. Quatrieme. 

5th. Cinquieme. 

~ 6th. Sixieme. 

7 th. Septieme. 

8th. Huitieme. 

9th. Neuvieme. 

10th. Dixieme. 

11th. Onzieme. 

12th. Douzieme. 

13th. Treizieme. 

14th. Quatorzieme. 

15th. Quinzieme. 


82. Quatre-vingt-deux. 

90. Quatre-vingt-dix. 

91. Quatre-vingt-onze. 

92. Quatre-vingt-douze. 

100. Cent. 

101. Cent-un. 

102. Cent-deux. 

200. Deux-cents. 

1000. Mille. 

1,000,000. Un million. 

e formed from the cardinal by 

16th. Seizieme. 

17th. Dix-septieme. 

18th. Dix-huitieme. 

19th. Dix-neuvieme. 

20th. Yingtieme. 

21st. Yingt-et-unieme. 

22d. Yingt-deuxieme. 

30th. Trentieme. 

40th. Quarantieme. 

50th. Cinquantieme. 

60th. Soixantieme. 

70th. Soixante-dixieme. 

80th. Quatre-vingtieme. 

90th. Quatre-vingt-dixieme. 
100th. Centieme, etc. 


346. The cardinal numbers are used instead of the ordinal 


in speaking of the days of the 
sovereigns and princes. 

Ex. Le quatre Juillet , 

Le 'premier. Janvier , 
Henri quatre , 
Napoleon trois , 


months, except the first, and of 

The fourth of July. 

January the first. 

Henry the fourth. 

Napoleon the third. 


Ma foi is a familiar expression for “ By my faith,” “ Upon my 
faith,” ‘‘In faith.” It is sometimes used as an interjection.. 





FORTIETH LESSON. 


329 


347. The principal interjections are : 


Ah! 

ah! 

He bien! 

now then! 

Aie f 

eigh! 

Helas ! 

alas! 

Chut! 

silence! hush ! 

Hola! 

holla! 

Fi! 

fy • 

Oh! 

ho! 

Ha! 

ha! 

Paix ! 

silence! 

Servit is the third per. sing, of the past tense definite of servir, 


to serve, one of the most important irregular verbs in French. 
Conjugation of the Irregular Verb Servir, to serve. 


INFINITIVE MOOD. 

Servir , to serve. 

Present Participle. Past Participle. 

Servant , serving. Servi, served. 


INDICATIVE MOOD. 


Je sers, 

Tu sers , 

II serf, 

Nous servons , 
Vous servez , 
Ils servent , 


Present Tense. 


I serve, 
thou servest, 
he serves, 
we serve, 
you serve, 
they serve, 


am serving, 
art serving, 
is serving, 
are serving, 
are serving, 
are serving, 


or do serve, 
or dost serve, 
or does serve, 
or do serve, 
or do serve, 
or do serve. 


Je servais , 

Tu servais , 

II servait, 
Nous servions, 
Vous serviez, 
Ils servaient , 


Imperfect. 


I served, 
thou servedst, 
he served, 
we served, 
you served, 
they served, 


or was serving, 
or wast serving, 
or was serving, 
or were serving, 
or were serving, 
or were serving. 


Past Tense Definite. 


Je servis , I served, or did serve. 

Tu servis , thou servedst, or didst serve. 

II servit, he served, or did serve. 

Nous servtm.es , we served, or did serve. 

Vous servites , you served, or did serve. 

I/s servirent , they served, or did serve. 



330 


FORTIETH LESSON. 


Je servirai , 

Tu serviras , 

II servira. 
Nous servirons , 
Fows servirez , 
/Zs serviront , 


Future. 

I shall serve, or will serve, 
thou shalt serve, or wilt serve, 
he shall serve, or will serve, 
we shall serve, or will serve, 
you shall serve, or will serve, 
they shall serve, or will serve. 


CONDITIONAL MOOD. 


Je servirais , 

Tu servirais , 

II servira.it , 
Nous servirions, 
Vous serviriez, 
Ils serviraient , 


I should serve, 
thou shouldst serve, 
he should serve, 
we should serve, 
you should serve, 
they should serve, 


or would serve, 
or wouldst serve, 
or would serve, 
or would serve, 
or would serve, 
or would serve. 


IMPERATIVE MOOD. 

Sers, serve (thou). 
Servons , let us serve. 
Servez , serve (you).' 


SUBJUNCTIVE MOOD. 
Present Tense. 


Que je serve , 

Que tu serves , 
Qu'il serve , 

nous servions , 
vows serviez, 
Qu'ils servent , 


that I may serve, 
that thou mayst serve, 
that he may serve, 
that we may serve, 
that you may serve, 
that they may serve. 


Subjunctive Past. 


Que je servisse, 

Que tu servisses , 
Qu'il servit , 

Que nous servissions , 
voits servissiez , 
Qu'ils servissent , 


that I might serve, 
that thou mightst serve, 
that he might serve, 
that we might serve, 
that you might serve, 
that they might serve. 


FORTIETH LESSON. 


331 


348. This completes the study of the most necessary radical 
irregular French verbs, except partir , to go off, to leave, and 
sortir , to go out, both of which are conjugated like servir . The 
others will be found explained in the Index. 

Partir and sortir take etre , instead of avoir , in their com¬ 
pound tenses. 

Guerre , war. 

349. A number of words beginning with w in English, begin 
with g in French; as, Guerre , war; garde-robe , wardrobe; 
gager , to wager, etc. 

ii y a deux a,ns quh7 mor/. 

II y avait dix-huit mois quh7 etait dans Varmee. 

350. The verb y avoir, there to be, is frequently used be¬ 
fore words denoting the time elapsed since an event took place, 
or the time during which a state or an action has been con¬ 
tinued. The que which follows, signifies since; thus, the literal 
translation of the above examples is : There are two years 
since he is dead; There were eighteen months since he was in 
the army. 

The preposition depuis, since, may often be employed in¬ 
stead of y avoir, in similar phrases, thus: II est mort depuis 
deux ans , he is dead these two years; II etait dans Varmee 
depuis dix-huit mois , he was in the army these two years. 

II est mort , 
he has been dead. 

351. The compound tense to have been , or to have been doing , 
when it denotes that a state or an action continues, must be 
rendered by the present tense in French. We should accord¬ 
ingly translate, We have been here this hour , by, II y a une 
heure que nous sommes ici , and, We have been waiting for 
you these two hours , by, II y a deux heures que nous vous 

ATTENDONS. 

In the phrase, II est mort, he is dead, we consider the verb 
as in the present tense, because mort , dead, is used as an 
adjective. 

The literal translation of, He has been dead , by, II a £te 


332 


FORTIETH LESSOX. 


rnort , would seem absurd in French, as meaning, He was dead, 
and is alive again. 

352. As a consequence of the preceding observation, when 
the pluperfect tense denotes that a state or an action was con¬ 
tinuing, it is rendered by the imperfect tense in French: Tl 
etait dans Varmee , he had been in the army. 

H, aurait pu mourir , 
he could have died. 

353. Among the irregular verbs already seen, there are 
three, the English equivalents of which are defective and have 
no past participle, viz., devoir , pouvoir , and vouloir. The past 
participles of these verbs are, du, pu, and voulu. The absence 
of equivalent forms in English gives rise to different con¬ 
structions, which may all be reduced to a single one in French: 
the above verbs forming a compound tense with the auxiliary 
verb avoir , and being followed by an infinitive,, as the following 
examples will show. 

He could have led. 

He ought to have lived; or, 
should have lived. 

He would have gone. 

You may have heard. 

He must have seen. 

I wish I had been there; or, 

I should have liked to have 
been there. 

We have been able to speak 
to him. 

You should not have done 
that. 


H aurait pu mener. 

II aurait du vivre. 

H aurait voulu alter . 
Vous avez pu entendre . 
II a du voir . 

JAurais voulu etre la. 


Nous avoxs pu lui parler. 


Vous n' auriez pas du fain 
cela. 


Seexs is the plural of sien. It has been used in this lesson 
for his family, his relations, or his friends. 

354. The possessive pronouns are sometimes used as substan¬ 
tives, to denote our relations, friends, or dependents, but only in 
the masculine gender and in the plural number : Les miens , les 
tiens, les siens, les ndtres, les vdtres, les leurs. 



FOBTEETH LESSON. 


333 


H quitta le pays il y a six ans, 
he left the country six years ago. 

355. When il y a, denoting time elapsed, precedes the 
principal verb, the word que, signifying since, , is required; but 
when the principal verb is placed first, que is, of course, un¬ 
necessary. 

Estime de ses chefs , 
esteemed by his chiefs. 

It would not sound so well, but still it would be correct, to 
say, Cheri par ses camarades et estime par ses chefs. The 
choice between de and par, after a passive verb, is sometimes 
a cause of doubt, even for the Prench. 

i 3 6. In general, de is preferable between a passive verb and 
the name ot the agent, when the verb expresses a feeling, as 
ckeci, estime ; and par is more properly employed, when the 
verb expresses an action; as, “Il etait hattu par ses camarades 
et putii par ses chefs , he was beaten by his comrades, and 
punished by his chiefs.” 

357. Quelqu’un, formed of quelque and an, both of which 
ha\ e been seen, is an indefinite pronoun. Wlien used in an 
absolute sense, that is, without any reference to a substantive, 
it coi responds to some one, somebody, any one, anybody. In this 
sense it is used only in speaking of persons, and is always mas¬ 
culine. It may take the plural form, quelques-uxs, but only 
when it is a subject. 

358. ^ hen it is not absolute, and refers to a substantive, it 
corresponds to some and any , may relate to things as well as to 
persons, and takes the feminine and plural forms, quelqu'une 
quelques-uns, quelques-unes. 

Crane, skull; sabre, sword, are masculine; and foi, faith ; 
tribu, tribe, are feminine, by exception. 

Avouer, to own, to admit; tuer, to kill ; chercher, to look for; 
quitter, to quit; senrdler, to enlist; estimer, to esteem; and 
traverser, to traverse, are regular verbs of the first conjugation : 
cheri r, to cherish, is ot the second : and fend re, to split, of the 
third. Tenir, to hold, is conjugated like venir, to come. 


334 


FORTIETH LESSON. 


EXERCISES, 


TO BE TRANSLATED INTO FRENCH. 


1. I go out, 348. 

2. He goes out. 

3. We go out. 

4. You go out. 

5. They go out. 

6. I went out. 

7. I shall go out. 

8. I should go out. 

9. Let us go out. 

10. Go out. 

11. To go out. 

12. I have gone out. 


13. I hold. 

14. He holds. 

15. We hold. 

16. You hold. 

17. They hold. 

18. I held. 

19. I shall hold. 

20. I should hold. 

21. Let us hold. 

22. Hold. 

23. To hold. 

24. I have held. 


25. Somebody wishes to speak to you, 357.—26. Have you 
seen any one? 357.—27. Do you expect anybody ? 357.—28. Yes, 
madam; I expect somebody, 357.—29. My pens are very good: 
will you have one ?—30. I have seen some of your com¬ 
rades, 357.—31. He came, for the first time, a month ago, 350.— 
32. I spoke to him a few days ago, 350.—33. We saw him six 
months ago, 350.—34. He has been sleeping these two hours, 350. 
—35. He has been a soldier these three years, 350.—36. Your 
sister is loved by all those who know her, 356.—37. What day 
of the month is it?—38. It is the tenth, 346.-39. It is the 
twelfth, 346.—40. It is the thirteenth, 346.—41. Is it not the 
first? 346.-42. If is the twenty-ninth—43. How many days 
has this month ?—44. It has thirty. 


CONCLUDING LESSONS, 

TO BE TRANSLATED ALTERNATELY FROM FRENCH INTO ENGLISH, 
AND FROM ENGLISH INTO FRENCH. 


Explanation of the Abbreviations used in the notes below. 


adj. stands for Adjective. 

masc. stands for Masculine. 

adv. “ 

“ Adverb. 

past part. 

U 

“ Past participle. 

art. “ 

“ Article. 

pi. 

it 

“ Plural. 

conj. “ 

* Conjunction. 

pres. part. 

it 

“ Present participle. 

ex. “ 

“ Example. 

prep. 

ti 

“ Preposition. 

exc. 

“ Exception. 

pron. 

U 

“ Pronoun. 

fern. “ 

“ Feminine. 

sing. 

a 

“ Singular. ' 

irr. v “ 

“ Irregular verb. 

subst. 

a 

“ Substantive. 

lit. “ 

“ Literally, in a strict sense. 

v. 

«; 

“ Yerb. 


The small figures refer to the rules already seen, but the large ones indicate that some 

thing new is under consideration. 


Quarante et UNifcME Le£on.— Forty-first Lesson. 


La vie d’un matelot a aussi ses 
fatigues et ses dangers. Combien 
de vaisseaux, battus par la tem- 
pete, portes par des vagues en¬ 
tices, avee leurs voiles dechirees 
par le vent, se sent brises sur des 
rocliers, ou out fait naufrage sur 
des rivages eloignes et inconnus, 
ou out ete surpris entre les mon- 
tagnes de glace de la mer polaire, 
et y sont restes attaches pour 


A sailor’s life has also its fa¬ 
tigues and dangers. How many 
vessels, beaten by the storm, 
borne on swelling w r aves, with 
their sails shred by the wind, 
have split on rocks, or have 
been wrecked on distant and 
unknown shores, or have been 
caught among the icy moun¬ 
tains of the polar sea; and stuck 
there forever! Ho, it shall never 


Battu is the past part, of the irr. v. battre.—Fait is the past part, of the 
irr. v. faire.—Naufrage is masc. by exc.— Rivage is masc. by exc.— Surpris 
is the past j art. of the irr. v. sur prendre , which is conjugated like prendre .— 
Puis is a form of the irr. v. pouvoir.—Mer is fern, by exc. —Polaire, polar. 
359. The termirnttion (lire is common to nouns and adjectives, many of 








336 


FORTY-FIRST LESSON. 


toujours! Non, ce ne sera jamais 
mon sort d’etre marin, si je pnis 
l’eviter. Que ceux qui aiment 
la gloire se precipitent dans le 
peril, et qu’ils epnisent leur force 
par les fatigues. Quant a moi, 
je prefere une vie tranquille. 
Apres tout, je crois que le com¬ 
merce est la chose qui me con- 
vient le mieux. 

II avait a peine pris son parti 
qu’il s’elanqa de sa chaise, brossa^ 
son humble et unique redingote, 
la boutonna, mit son chapeau et 
sortit precipitant merit, a la re¬ 
cherche d’uue petite boutique qui 
put convenir a son dessein. En- 
tin il en trouva une tres-petite, 
qui excita son attention. Elle 
etait presque carree, ayant douze 
pieds de long sur onze de large, 
avec une petite arriere-boutique. 


be my lot to be a seaman, if I 
can l^elp it. Let such as love 
glory rush into peril, and ex¬ 
haust their strength with fa¬ 
tigues. As for me, I prefer a 
quiet' life. Upon the whole, I 
think that trade is the thing that 
suits me best. 


He had scarcely made up his 
mind, when he sprang from his 
chair, brushed his humble and 
only frock-coat, buttoned it, put 
his hat on, and sallied forth in 
search of a little shop tl*at might 
suit his purpose. At length he 
found a very small one, that hit 
his fancy. It was almost square, 
being twelve feet long by eleven 
wide, with a little back shop. 
“This is the very thing I want,” 


wllich end in English with ary or ar ; as, Contraire , contrary; salaire , salary ; 
grammaire, grammar, eta. —Quant must not be confounded with quand, 
when, or though. Quant is always followed by a, with which it signifies, 
as for, in regard to, with respect to.— Commerce is masc. by exc. La chose 
qui me convient le mieux. 360. Before plus, moi ns, mieux, used in the 
superlative of comparison, the article le, la, les agrees in gender and number 
with the substantive which is the object of comparison. In the superlative 
absolute, however, that is to say, when no comparison js expressed, the 
article le remains invariable, thus: La chose qui me convient le mieux , the 
thing that suits me best. —Convient is a form of the irr. v. convenir , which 
is conjugated like venir. 

Pris is the past part, of the irr. v. prendre.— Son humble et unique redirt- 
gote. 361. When two or more adjectives qualify the same subst., the deter¬ 
minative word is not repeated before each adj. It would, how r ever, be wrong 
to say, Une grande et petite redingote, for in this example the adj. grande apd 
petite evidently refer to different coats. That redingote does not take the 
plural form in such a case, is because the subst. gives the law to the adj., 
but never receives it from it.— Sortit is a form of the irr. v. sortir.—Put is 
a form of the irr. v. pnuvoir. — Arriere-boutique is a compound of arriere , 
a preposition, and boutique, a substantive. Its plural is arriere-boutiques .— 
362. In compound words, those component parts which are neither subst. 
nor adj. are always invariable. This rule is subject to the following exccp- 










FORTY-FIRST LESSON. SS7 


“C’est exactement ce qu’il me 
faut,” se dit-il k lui-m6me. II 
entra dans la boutique contigue, 
qui etait occupee par un coiffeur, 
homine grand, raaigre, a la t6te 
chauve, h la physionomie rusee, 
et au regard curieux; et de- 
inanda l’adresse du proprietaire 
de la maison. 

Le coiffeur ne la lui donna pas 
avant de lui avoir fait beaucoup 
de questions, et de lui avoir ra- 
conte quelques details touchant 
le dernier locataire de la bou¬ 
tique. Enfin il lui donna l’adresse 
du proprietaire, M. Mathieu: Rue 
Bellechasse, numero deux cent, 
pres de la place Louis XV.; et, 
pour conclure, il deinauda la 
permission d’assurer a son jeune 
voisin futur que son peigne et 
son rasoir etaient toujours a son 
service. 


said be to himself. He entered 
the adjoining shop, which was 
occupied by a hair-dresser,—a 
tall, lean, bald-headed man, with 
a shrewd countenance and a 
prying look,—and begged to be 
directed to the owner of the 
house. 

This the hair-dresser did not 
do before he had asked him a 
great many questions, and related 
to him a few particulars about 
the last tenant of the shop. At 
length he gave him the landlord’s 
address: Mr. Matthew, Belle- 
chasse-street, No. two hundred, 
near the Place Louis XV.; and, 
in conclusion, begged leave to 
assure his future young neighbor 
that his comb and razor were 
always at his service. 


ti°n: If one of the component parts is a word that has ceased to be used 
alone, as boutant in arc-boutant , which is formed of arc , arch, bow, and the 
pres. part, of the old v. bouter , to put, to push, it is considered as an adj., 
and takes the plural when the sense requires it .—Faut is a form of the irr! 
v. fall nr.—DU is a form of the irr. v. dire.—Qui etait occupee. 363. The 
past participle agrees, like the adjective, in gender and number with the 
object that undergoes the action expressed, provided that object is men¬ 
tioned or represented by a pronoun placed before it in French.—Ex. L'homme. 
battu, the man beaten; la femme battue, the woman beaten. .J'ai battu 
la femme, I have beaten the woman; la femme que fai battue, the woman 
I have beaten ; eUe a ete battue, she has been beaten. 

Fait is the past part, of the irr. w.faire'—Au numero deux cent. 364. The 
adjectives cent and vingt are invariable, w-hen they stand for the ordinal 
adjectives centieme and vingtieme.—Lo\ns quinze. 365. The cardinal num¬ 
bers stand for the ordinal ones, for the sake of brevity,—1st, after the names 
of sovereigns;—2dly, after certain words denoting the divisions or subdi¬ 
visions of a work, as chapitre, page , etc. 3dly, before the names of the 
months, without the prep, de ; as, Le deux septembre, the second of Septem¬ 
ber. Premier, however, cannot be replaced by un. We say, Charles premier, 
chapitre premier, le premier septembre, and not, Charles un, etc .—Peigne is 
tnasc. by exc .—Service is masc. by exc. 

15 







338 


FORTY-SECOND LESSON. 


Le£ON.— Forty-second Lesson. 


QuARANTE-DEUXlfiME 

Aussit6t qu 1 Alexis put se de- 
barrasser de ce bavard, il se ren- 
dit'en hAte ala maison du pro- 
prietaire. 11 frappa a la porte, 
qui fut ouverte par une jolie ser- 
vante. u M. Mathieu est-il chez 
lui ?” lui demanda-t-il. u Oui, 
monsieur; veuillez entrer.” Et, 
passant la premiere dans un etroit 
corridor, elle gagna la porte d’une 
salle basse, qu’elle entr’ouvrit; 
et, avangant la tete dans 1’inte- 
rieur, elle dit: “ II y a un mon¬ 
sieur dehors, qui veut vous par- 
ler, monsieur.” u Qu’il entre,” 
dit une ^oix enrouee et dure; 
et Alexis fut introduit dans la 
chambre, ou un vieillard etait 
assis au coin du feu, en bonnet 
de nuit et en pantoufles. 

Le vieux monsieur dirigea un 
regard irrite sur Alexis, et dit en 
frongant le sourcil: u Eh bien, 
monsieur, que voulez-vous ?” Oe 
dernier, un peu intimide par cette 
reception peu aimable, dit en 
balbutiant: “ Monsieur, vous avez 
une boutique a louer?” “ Oui, 
vraiment,” dit le proprietaire, 
d’un air radouci. u Je viens de 
la voir, elle me convient, et je 
voudrais savoir quelles sont vos 
conditions.” “Oh! asseyez-vous* 


As soon as Alexis could get 
rid of this talkative fellow, he 
repaired in haste to the house 
of the landlord. He knocked 
at the door, which was opened 
by a pretty maid-servant. “ Is 
Mr. Matthew at home ?” he in¬ 
quired of her. “Yes, sir. Please 
to walk in.” And, leading the 
way through a narrow passage, 
she came to a parlor-door, 
which she half opened; and, 
peeping in, she said : “ There is 
a gentleman without, who wants 
to speak to you,* sir.” “ Let him 
come in,” said a hoarse, rough 
voice; and Alexis was ushered 
into the room, where an old man 
sat by the fireside, in his night¬ 
cap and slippers. 

The old gentleman bent an 
angry look on Alexis, and said 
with a frown : “ Well, sir, what 
do you want ?” The latter, some¬ 
what startled at this ungentle 
reception, stammered out: “ Sir, 
you have a shop to let ?” “ I 

have indeed,” said the landlord, 
smoothing his brow. “ I have 
just seen it, it suits me, and 1 
should like to know what your 
terms are.” “ Oh ! sit down, 
young man—pray sit down by 


Put is a form of the irr. v. pouvoir .— Ouverte, fem. of ouvert, is the past 
part, of the irr. v. ouvrir .— Veuillez is a form of the irr. v. vouloir .— Veut is 
a form of the irr. v. vouloir.—Introduit is the past part, of the irr. v. inVt'o- 
duire.—Asds is the past part, of the irr. v. s'asseoir. 

Dit is a form of the irr. v. dire .— Voulez is a form of the irr. v. vouloir .— 
Viens is a form of the irr. v. venir.—Convient is a form of the irr. v. convenir, 
which is conjugated like venir.—Asseyez is a form of the irr. v. s'asseoir.— 





FORTY-THIRD LESSOH> 


339 


jeune homme, je vous en prie, 
asseyez-vous pres du feu, il fait 
froid aujourd’hui. Nous disons 
done que ma boutique vous a 
convenu, et que vous desirez la 
prendre ?” “ Oui, monsieur, si 

le loyer n’en est pas trop cher.” 
“ Elle ne cofite que cinq cents 
francs par an. Ce n’est pas un 
prix trop eleve, n’est-ce pas ?” 
“ Mais je ne trouve pas que ce 
soit tres-bon marche,”dit Alexis; 
u cependant je la prendrai.” 
“ Alors, il faut que le premier 
quartier soit paye d’avance, car 
je n’ai pas le plaisir de vous 
connaitre.” “ C’est trop juste,” 
dit Alexis, en l’interrompant et 
en tirant de son porte-feuille son 
billet de cinq cents francs qu’il 
posa sur la table. “ Veuillez vous 
payer et me donner ma monnaie.” 


the fire—it is cold to-day. And 
so you say that my shop suits 
you—that you wish to take it?” 
“ Yes, sir, if the rent is not too 
high.” “ It is only five hundred 
francs a year. That’s not too 
high a price, is it ?” “ Why, I 

don’t think it is very cheap,” 
said Alexis'; “ however, I will 
take it.” “But then, the first 
quarter must be paid in ad¬ 
vance, as I have not the pleasure 
of knowing you.” “ It is per¬ 
fectly right,” said Alexis, in¬ 
terrupting him, and drawing 
from his pocket-book his five 
hundred franc note, which he 
laid on the table. “ Please to 
pay yourself, and to return me 
my change.” 


Quarante-troisieme Le£on.— Forty-third Lesson . 


M. Mathieu, voyant qu’il se 
rendait si facilement a sa de- 
mande, aurait voulu en avoir 
exige davantage. Il dit qu’il avait 
k louer, dans la m£me maison, 
deux chambres bien meublees, 
dont il pourrait disposer k des 


Mr. Matthew, seeing him com¬ 
ply so readily with his demand, 
wished he had exacted more. 
He said that he had two nicely- 
furnished rooms to let, in the 
same house, that he could dis¬ 
pose of on moderate terms, and 


Il fait froid. 366. Faire is used impersonally, or rather in the third person 
singular, instead of to be, in speaking of the weather or of the temperature, 
thus : Il fait beau temps , it is fine weather; il fait chaud, it is warm ; il fait 
froid, it is cold, etc.— Ma boutique vous a convenu. 367. The verb convener , 
when it signifies, to suit, to be becoming, takes avoir in its compound tenses. 
It takes etre , when used in the sense of to agree, or to acknowledge.— 
Prendrai is a form of the irr. v. prendre—Faut is a form of the irr. v.falloir. 
— Veuillez is a form of the irr. v. vouloir. 

Voyant is a form of the irr. v. voir.— Voulu is the past part, of the irr. v. 
vouloir.—Pourrait is a form of the irr. v. pouvoir.—Ni Vune ni Vautre ne 








340 


frORTY-THIRD LESSON. 


conditions moderees, et qu’il se- 
rait bien aise si Alexis voulait 
louer l’une ou*l’autre, on toutes 
les deux. “ Ni l’une ni l’autre, a 
present ne m’est necessaire,” dit 
Alexis, “ mais plus tard je compte 
pouvoir les prendre. En atten¬ 
dant, ne puis-je pas me mettre en 
pension cliez vous ?” u Assure- 
ment, vous le pouve?,” repondit 
M. Matliieu. u Cela vous coutera 
mille francs par an, cela fait qua- 
tre-vingt-trois francs et trente- 
cinq centimes par mois, payables 
de mois en mois et d’avance.” 
“ C’est une affaire conclue,” dit 
Alexis. “ Nous allons, s’il vous 
plait, regler ce compte a l’instant.” 

Le proprietaire, apiAs avoir 
bien palpe le billet, rendit la 
monnaie, et dit: “Commencerez- 
vous aujourd’hui ?” u Oui. A 
, quelle heure dinez-vous ?” “ A 

cinq lieures, mon cher monsieur; 
et nous sommes si ponctuels, 
qu’au moment ou l’heure sonne, 
le diner est servi.” u Tres-bien, 
je reviendrai a quatre lieures et 
demie.” “ Faites,” dit le vieil- 
lard, u j’informerai madame Ma- 
thieu de votre venue. Nous de- 
vons avoir du boeuf r6ti, un p&te 


he should be glad if he would 0 
hire either, or both, “ Neither, 
at present,” said Alexis; “but 
later, I trust, I shall be able to 
take them. In the mean time, 
can I not board in your house?” 

“ To be sure you can,” answered 
Mr. Matthew. “ It will cost you 
a thousand francs a year; that 
makes eighty-three francs and 
thirty-five centimes a month, 
payable monthly and in ad¬ 
vance.” “ It is a bargain,” said 
Alexis. “We will, if you 
please, settle this account im¬ 
mediately.” 

The landlord, after having felt 
and examined scrupulously the 
bill, returned the change, and 
said : “ Will you begin to-day?” 

“ I will. At what o’clock do 
you dine?” “At five o’clock, 
my dear sir; and we are so 
punctual, that the moment the 
clock strikes, the dinner is served 
up.” “Very well, I shall come 
back at half-past four.” “ Do,” 
said the old man ; “ I shall ap¬ 
prise Mrs. Matthew of your com¬ 
ing. We are to have roast-beef, 


m’EST necessaire or, Ni Vuneni Vautre ne me sont necessaires. 368. When 
two or more subjects in the singular number are joined by the conjunction 
ni , the verb may be made to agree with the last subject only, or may be put 
in the plural. The best writers have given numerous examples of both 
forms.— Centime is masc. by exc.— Conclu , fern, conclue , is the past part, of 
the irr. v. conduce.—Compte is masc. by exc. 

Servi is the past part, of the irr. v. servir.—Reviendraii is a form of the 
irr. v. revenir , which is conjugated like venir.—INheure sonne , lit; the hour 
rings, for, the clock strikes. A quatre heures et demie. 369. In speaking 
of time, as measured by the clock, the number of hours is mentioned first, 





FORTY-FOURTH LESSON. 


341 


de veau et de jambon, les restes 
d’un gigot de mouton, avec des 
pommes de terre et des epinards, 
et une t6te de mouton bouillie. 
Aimez-vous la tete de mouton ?” 
“ Pas beaucoup,” repondit Alexis, 
“ ni les epinards non plus; mais 
n’importe; j’aime le boeuf et les 
pommes de terre, ainsi cela fera 
compensation. Je me rejouis de 
voir que je ne mourrai vraisem- 
blablement pas de faim chez vous, 
si vous me faites faire la meme 
bonne ch&re tous les jours. Au 
revoir, monsieur.” 


a veal and ham pie, tl>e remains 
of a hg of mutton, with pota¬ 
toes and spinage, and a boiled 
sheep’s head. Do you like 
sheep’s head ?” “ Not very 

much,” returned Alexis, “ nor 
spinage neither : but no matter; 
I like beef and potatoes, so it 
will make amends. I rejoice to 
see that I am not likely to starve 
in your house, if you give me 
the same good fare every day. 
Good-by, sir.” 


Quarante-quatrieme Le£ON. — Forty-fourth Lesson. 


II restait alors k Alexis deux 
cent quatre-vingt-onze francs 
soixante-cinq centimes, pour gar- 
nir sa boutique. O’est pourquoi 
sa premiere demarche, en quit- 
tant M. Mathieu fuf de depenser 
cet argent en verres, en bouteilles, 
en they£res, en pots au lait, en 
sucriers, en tasses, en soucoupes, 
et en autre poterie fine. II empila 
ces choses dans un large panier 
on vert, mettant la poterie par- 
dessous et les verres par-dessus. 
Puisil retourna & son petit maga- 
sin, plaqa le panier k ses pieds, 


Alexis had now two hundred 
and ninety-one francs, sixty-five 
centimes left, to fit up his shop 
with. His next step, therefore, 
on leaving Mr. Matthew, was to 
lay it out in glasses, bottles, tea¬ 
pots, milk - pots, sugar - basins, 
cups, saucers, and other fine 
earthenware. These he piled up 
in a wide, open basket, putting 
the crockery undermost and the 
glasses uppermost. He then 
placed the basket at his feet, 
sat down on a, stool, thrust his 
hands into his pockets, and 


and followed by the fraction denoting the portion of time which precedes or 
follows the full number, thus: Quatre heures cinq minutes , five minutes past 
four; quatre heures et un quart , or more commonly, quatre heures un quart , 
a quarter past four; cinq heures moins un quart , a quarter to five; cinq 
heures mains dix minutes , ten minutes to five. The last examples show 
that the portion of time wanting to make up the full number is preceded 
by moins , less.— Fera is a form of the irr. x. faire.—Mourrai is a form of the 
irr. v. mourir.—Faim is fern, by exc. 

Verre is masc. by exc.— Ouvert is the past part, of the irr. v. ouvrir.— 





342 


FORTY-FOURTH LESSON. 


s’assit sur un tabouret, enfonga 
ses mains dans ses poches, et 
s’appuya le dos contre le mur, en 
attendant les chalands. Comme 
il etait assis dans cette posture, 
les yeux sur le panier, il tomba 
dans une de ces reveries qui llii 
etaient famili&res, et pendant les- 
quelles il lui arrivait souvent de 
se livrer h des soliloques prolon- 
ges; car l’esprit des paresseux ne 
participe pas toujours de l’en- 
gourdissement de leurs membres. 

Or, la cloison qui separait 
Alexis de son voisin etait peu 
epaisse. A l’aide d’une vrille, 
Pindiscret barbier y avait pra¬ 
tique plusieurs ouvertures. Se 
glissant tout contre la paroi, il 
se tint coi, pr6ta l’oreille, et re- 
cueillit ce qui suit. 

“ Yoila un assortiment qui me 
cotite deux cent quatre-vingt- 
onze francs. Je n’ai plus le sou. 
Mais qu’est-ce que cela me fait? 
Ne suis-je pas sur d’etre heberge 
pendant un mois ? Avant que la 
quinzaine soit expiree, j’aurai fait 
six cents francs de cette marchan- 
dise en la vendant en detail. C’est 
tout simple: un objet qui est 
cote a trois franc's sur le tarif de 
la fabrique finit souvent par en 
cotiter trente et plus en passant 
par les mains des debitants. Tout 


leaned his back against the wall, 
in expectation of customers. 
As he sat in this posture, with 
his eyes on the basket, he fell 
into one of those reveries which 
were familiar to him, and during 
which he was wont to abandon 
himself to long soliloquies ;* for 
the mind of the idle does not 
always partake of the drowsi¬ 
ness of their limbs. 


Now, the partition which sep¬ 
arated Alexis from his neighbor 
was not thick. By means of a 
gimlet, the prying barber had 
made several holes in it. Creep¬ 
ing close to the wall, he stood 
still, lent an ear, and heard 'hat 
follows: 

“Here is an assortment th\t 
costs me two hundred and ninety • 
one francs. I have not a penny 
left. But what is that to me? 
Am I not sure to be boarded and 
lodged for a month ? Before a 
fortnight has elapsed, I shall have 
made six hundred francs of these 
wares, by selling them at retail. 
It is very simple: an article which 
is quoted three francs in the list 
of prices of the manufactory, often 
costs thirty and upwards, after 
passing through the hands of re- 


Mettant is a form of the irr. v. mettre.—As sit is a form of the irr. v. s’asseoir. 

■—Mum is fem. by exc.— Soliloque is masc. by exc.— Membre is masc. by exc.— 
Cloison is fem. by exc.— Epaisse is the fem. of epais, an adjective which forms 
its feminine irregularly.— Paroi is fem. by exc.— Coi is only used in the 
phrase, se tenir coi , or demeurer coi. — Recueillit is a form of the irr. v. recueil- 
lir , to gather, to collect, whi :h is conjugated like cueilUr. See Index. 

Heberger. The h is mute. Avant que la quinzaine soit expiree. 370. Tho 






FORTY-FIFTH LESSON. 


343 


Je sortilege du commerce consiste 
a acheter k bas prix, a profiter 
des bonnes aubaines, et a vendre 
aussi cher que possible.” 


tailers. The whole secret of com¬ 
merce consists in buying cheap, 
profiting by good occasions, and 
selling as dear as possible.” 


Quarante-cinquieme Le^on.— Forty-fifth Lesson. 


“ Mes six cents francs s’eleve- 
ront aisement a douze cents, qui, 
avec le temps, en produiront 
douze mille. Une fois possesseur 
de douze mille francs, je mettrai 
de cote mon metier de marchand. 
de verres, et je meferai mercier. 
Je prendrai naturellement une 
plus grande boutique, et je m’eloi- 
gnerai de ce vilain barbier, qui 
me semble 6tre le plus grand 
babillard que j’aie jamais connu, 
et qu’on pourrait surnommer le 
Figaro de Paris. Je n’entendrai 
plus alors ni cet ennuyeux per- 
sonnage, ni l’avare et bourru M. 
Mathieu; double plaisir que de 
s’eloigner k la fois d’un voisinage 
et d’un proprietaire, qui sont 
egalement desagreables; car je 
hais les faiseurs de comrnerages 
et les avares autant que je les 
meprise. Je vendrai alors des 
aiguilles, des epingles, du fil, du 
coton, du ruban de fil, des des, 
des ciseaux, des gants, et caatera, 
jusqu’a ce que j’aie gagne assez 
d’argent pour devenir joaillier et 


“ My six hundred francs will 
easily rise to twelve hundred, 
which, in time, will produce 
twelve thousand. When I am 
master of twelve thousand francs, 
I shall lay aside my trade of a 
glassman, and turn haberdasher. 
I shall, of course, take a larger 
shop, and remove from that 
ugly barber, who seems to me 
to be the greatest babbler that 
I ever knew, and who might be 
surnamed the Figaro of Paris. 
I shall then no longer hear 
either that tedious fellow, or 
the peevish and covetous Mr. 
Matthew: a double pleasure, to 
get away at once from a neigh¬ 
borhood and a landlord that 
are alike disagreeable; for I 
hate as much as I despise, 
gossips and misers. I shall 
now sell needles, pins, thread, 
cotton, tape, thimbles, scissors, 
gloves, and so forth, until I have 
got cash enough to become a 
jeweller, and deal in diamonds, 
pearls, gold and silver trinkets, 


v. expirer takes the auxil. v. avoir , in speaking of persons and animals; and 
the v. etre, in speaking of things.— Sortilege , sorcery, is masc. by exc. 

Produiront is a form of the irr. v. produire.—Fois is fem. by exc.— Mettrai 
is a form of the irr. v. mettre.—Ferai is a form of the irr. v. faire.—Prendrai 
is a form of the irr. v. prendre.—Pourrait is a form of the irr. v. pouvoir .— 
Voisinage is masc. by exc.— Hais is a form of the irr. v. hair.—Gommerage 
is masc. by exc.— Bijoux is the plural form of bijou. 371. The follow- 






344 


FORTY-FIFTH LESSON - . 


fixire le commerce de diamants, 
de perles, de bijoux d’or et d’ar- 
gent, et de pierres precieuses de 
toute espece. 

u Ceci me fera faire connais- 
sance avec des personnes du plus 
haut rang et de la plus haute con¬ 
dition dans le monde, que j’atti- 
rerai en n’ayant que des articles 
precieux et a la mode. Quand je 
serai parvenu k ce degre de pros¬ 
perity, je commencerai a mener 
une lieu reuse vie. et a faire du 
bruit dans le royaume. La Franee, 
I’Espagne et le Portugal me four- 
niront leurs vins; la Russie ses 
fourrures. Bien plus, des navires, 
charges des tresors des Indes, 
m’apporteront leurs tributs. 

“Dusse-je passer pour fat, je 
donnerai tous mes soins k ma 
toilette, et je serai difficile sur le 
choix de mon tailleur, de mon 
bottier, de mon chapelier et de 
mon bonnetier; car il y a dans le 
faste un prestige qui tient lieu du 
vrai me rite. Celui qui est bien 
mis, fut-il un sot impose au vul- 


and precious stones of every 
species. 

“ This will make me acquaint¬ 
ed with people of the highest 
rank and standing in the world, 
to attract whom I shall have no 
other articles than valuable and 
fashionable ones. When I have 
thriven thus far, I shall begin 
to lead a happy life, and make a 
noise in the kingdom. France, 
Spain, and Portugal will fur¬ 
nish me with their wines; Rus¬ 
sia with her furs. Nay, ships, 
laden with the treasures of the 
Indies, will bring me their trib 
utes. 

“At the risk of passing for a 
coxcomb, I shall be very careful 
about my dress, and be particu¬ 
lar in the choice of my tailor, 
boot-maker, batter, and hosier; 
for there is a fascination in dis¬ 
play, which makes up for real 
merit. lie who is well dressed, 
though he were a Tool, overawes 


ing nouns ending with cm form their plural with x instead of s: Bijou, 
jewel; caillou, pebble; chou, cabbage, genou , knee; kibou , owl; joujou , 
plaything. (8.) 

Monde is masc. by exc .—Parvenu is the past part, of parvenir , which is 
conjugated like venir.—Royaume is tnasc. by exc.—L 'Angleterre, if Expagne, 
etc. 372. Proper names of countries, kingdoms, etc., take the article.— 
Navire is masc. by exc. 

Dusse is the subjunctive past of devoir. This tense of devoir is sometimes 
used for though , or though even.; as, Dusse-je passer , though even i were to 
pass. 373. In interrogative phrases, and others in which the pron.y'e follows- 
a verb ending in e mute, this e takes the acute accent before je.— Fat , fop¬ 
pish. This adj. has no fern.— Faste, pomp, ostentation, display, is masc. by 
exc.— Prestige is masc. by exc.— Tient is a form of the irr. v. tenir. — Merite 
is masc. by exc.— Mis , past part, of mettre , is used for dressed; and wise, 
subst., for dress, toilet.— Imposer , when used absolutely, signifies, to awe. 




FORTY-SIXTH LESSON. 


345 


gaire et souvent meme a des 
gens qui valent mieux que lui. 
Le moyen d’etre bien regu par- 
tout, c’est d’avoir un costume 
recherche.” 


the common herd, and some¬ 
times even people more worthy 
than himself. The way to be 
well received everywhere, is to 
be elegantly dressed.” 


Quarante-sixieme Le£ 0 n.— Forty-sixth Lesson. 


“Je continuerai cependant a 
faire le commerce sans aucun 
rel&che, jusqu’a ce que je sois 
devenu archimillionnaire. Alors 
je realiserai le reve de toute ina 
vie. Je ferai l’acquisition de la 
plus belle maison que je pourrai 
trouver; avec des terres et des 
fermes, un pare et un verger. 
Enfin, je me mettrai sur le pied 
d’un seigneur. Et qui sait si je 
n’en deviendrai pas un ? Je veux 
que, dans un espace de dix lieues 
4 la ronde, il n’y ait pas une acre, 
pas un pouce de terrain qui ne 
fasse partie de mon domaine. 

“Je veux qu’un etranger ne 
puisse demander; 4 A qui sont 
ces pres verdoyants ?’ sans qu’on 
lui reponde : 4 Au marquis De- 
latour.’ 


“ I shall go on, however, with 
my trade, without any intermis¬ 
sion, until I am worth many 
millions. Then will I realize 
the dream of my whole life. 
I shall make a purchase of the 
finest house I shall be able to 
find; with lands and farms, a 
park, and an orchard. In short, 
I shall set myself on the footing 
of a lord. And who knows but 
I may become one ? I am deter¬ 
mined that, within a space of ten 
leagues round, there shall not be 
an acre, not an inch of ground 
but what belongs to my estate. 

“ I am determined that when 
a stranger asks, 4 Whose verdant 
meadows are these?’ no other 
answer shall be made but, ‘Mar¬ 
quis Delatour’s.’ 


to overawe; and en imposer, to impose upon, to deceive.— Valent is a form 
of the irr. v. valoir .— Costume is masc. by exc. 
lielache , intermission, relaxation, is masc. by exc. 5 relache , putting into a 
*“ port, calling, touching at a port, is fem.— Devenu is the past part, of the irr. 
v. devenir, which is conjugated like venir.—ArckimiUionnaire. Archi, when 
arbitrarily employed, as in this instance, is a familiar way of expressing the 
highest degree that can be attained. It is a sort of superlative form, as 
arch-fiend, arch-enemy, in English.— Reve is masc. by exc—Ferai is a form 
of the irr. v. faire.—Pourrai is a form of the irr. v. pouvoir.—Mettrai is a 
form of the irr. v. mettre.—Sait is a form of the irr. v. savoir.—Dev lend rail 
is a form of the irr. v. devenir , which is conjugated like venir.— Veux is a 
form of the irr. v. vouloir.—Espace is masc. by exc.; however, in typograph¬ 
ical language, it is feminine.— Pouce, inch, and thumb, is masc. by exc.— 
Fasse is a form of the irr. v. faire.—Domaine is masc. by exc. 

On lui reponde. 374. The pron. on. is generally masculine and singular. 

lo-a 







346 


FORTY-SIXTH LESSON. 


“ 4 A qui ces champs si bien 
cultives ?’ 4 Au marquis Dela¬ 

tour.’ 

u 1 A qui ces vignobles charges 
de pampres verts ?’ 4 Au mar¬ 

quis Delatour.’ 

44 4 A qui ces belles genisses et 
tout le betail epars dans ces 
gras paturages V 4 Au marquis 
Delatour.’ Toujours 4 au mar¬ 
quis Delatour,’ a l’instar de ce 
que j’ai lu dans l’histoire du 
Chat botte. 

44 Peu de maisons seront mieux 
meublees que la mienne. Je fe- 
rai decorer mes appartements 
avec la splendeur des serails de 
l’Orient ou des palais encbantes 
si bien decrits dans les contes de 
fees. Les parquets, les vantaux 
des portes, les jalousies, les per¬ 
siennes et les volets seront faits 


“ 4 Who possesses those fields 
so well tilled ?’ 4 Marquis Dela¬ 

tour.’ 

44 ‘Whose vineyards are these, 
that are loaded with green vine- 
branches ?’ 4 Marquis Delatour’s.’ 

44 4 Whose beautiful heifers are 
those, and all the cattle dis¬ 
persed over those fat pastures ?’ 
4 Marquis Delatour’s.’ Always 
4 Marquis. Delatour’s,’ like what 
I have read in the story of Puss 
in Boots. 

44 Few houses shall be better 
furnished than mine. I shall 
have my apartments fitted up 
with the splendor of eastern se¬ 
raglios, or of the enchanted pal¬ 
aces so well described in fairy 
tales. The floors, the leaves 
of the folding-doors, the Vene¬ 
tian blinds and shutters, will 


However, when the sense clearly shows that it refers to a woman, or to cer¬ 
tain persons, it is followed by adjectives, participles, or substantives, either 
feminine or plural, according to the sense. Ex. Quand on est jeune et jolie 
comme vous, madame, when one is young and beautiful as you are, madam. 

VignoUe is masc. by exc .—Pampre is masc. by exc. 

The plural of betail is bestiaux. —The fem. of gras is grasse. — Patuvage is 
masc. by exc. 

Peu de maisons seront mieux meublees. 375. § 1. When adverbs of quan¬ 
tity, such as peu , beaucoup , assez, are employed as collective nouns, the verb 
agrees with the subst. that follows them. § 2. When the subst. is under¬ 
stood, the v. agrees with it nevertheless. Ex. Beaucoup le seront moins bien , 
many shall be less so .—Decrit is the past part, of the irr. v. dexrire, which is 
conjugated like ecrire .— Vantaux is the plural of rant ail. — Jalousies and per¬ 
siennes are both called Venetian blinds in English, but the former are drawn 
up by means of cords and pulleys, while the latter open and shut like shut¬ 
ters. Les persiennes et les volets seront faits. 376. § 1. W hen a participle or 
an adjective, refers to two or more substantives or pronouns, either singular 
or plural and of different genders, it takes the plural form and the masculine 
gender. § 2. If the substantives are of different genders, for the sake of 
euphony, the masculine one ought to be placed last, if possible. This rule 
should, however, not be construed so as to interfere' with the following: 
377. When an adjective or a verb is preceded by two or more substantives 






FORTY-SEVENTH LESSON. 


tie bois precieux, tels que l’aca- 
jou, le palissandre, le citronnier 
et l’ebene. Les gonds et les 
verrous seront faits d’acier ce- 
mente, incruste d’or. L’i voire 
et le marbre seront prodigues 
de tous cdtes; et la mousseline, 
le satin et le velours, artiste- 
ment entremeles, eblouiront l’oeil 
par les teintes les plus brillantes. 
Je m’entendrai a ce sujet avec 
mon tapissier.” 


347 

be made of precious wood, such 
as mahogany, rosewood, citron- 
wood, and ebony. The hinges 
and bolts will be made of ce¬ 
mented steel, inlaid with gold. 
Ivory and marble will be lav¬ 
ished on all sides; and, muslin, 
satin, and velvet, skilfully inter¬ 
woven, will dazzle the eye with 
the most brilliant hues. I shall 
confer on this subject with my 
upholsterer.” 


Quarante-septieme Le£ON.— Forty-seventh Lesson. 


“De cette maniere, je passerai 
des jours sereins, et je jouirai de 
la vie de garden pendant quelques 
annees, avant de songer au lien 
conjugal. D’ailleurs il est impru¬ 
dent de se marier de bonne heure, 
depuis que le divorce est aboli. 

“ Lorsque entin je serai las du 
jcelibat, je briguerai l’alliance de 
quelque noble famille, comme 
celle des Hoircastels, par ex- 
emple, ces antiques soutiens du 


“ In this manner I shall pass 
some pleasant days, and I shall 
enjoy a bachelor’s life for some 
years, before I think of the mat¬ 
rimonial bond. Besides, it is 
imprudent to marry early, since 
divorce has been abolished. 

u When at last I am tired of 
the single state, I shall court an 
alliance in some noble family, 
such as that of the Noircastels 
for instance, those ancient sup- 


which are synonymous and not connected by et , it agrees with the last only. 
Ex. Un flat, une Uime monstrueuse, a billow, a monstrous surge ; la Constance , 
la perseverance lui a sitjji, steadiness and perseverance have been sufficient 
for him.— Palissandre is masc. by exc.— Ebene is masc. by exc.— Ivoire 
masc. by exc.— Marbre is masc. by exc. 

Divorce is masc. by exc. 

The fern, of las is lasse by exc.— Comme celle des Noircastels. 378. § 1 . Most 
grammarians are of opinion that proper names should always be invariable, 
unless employed as common substantives : they would accordingly write, 
les Nuii'castel j the judicious Lemare, however, shows by numerous examples 
that the best writers give the plural form to proper names belonging to 
several individuals. § 2. A pi'oper name is invariable when it designates a 
single person, and is nevertheless preceded by les or another definitive in 
he plural, in such idiomatic phrases as the following: “Les Corneille et les 
Racine out illustre la scene frangaise , Corneille and Racine have illustrated 






348 


FORTY-SKVKNTII LESSQN. 


trone et de l’autel: c’est une 
famille dont la genealogie re¬ 
monte k l’epoque de la fondation 
du royaume. 

“La jeune personne que je de- 
manderai en manage sera natu- 
rellement le type de la grkce et de 
la beaute. Elle et moi nous ferons 
un couple bien assorti. Yoici 
comme je me la represente: 

u Elle est de moyenne stature. 
Sa taille est svelte et cambree. 
Elle a des yeux noirs, un nez 
grec, des Ikvres vermeilles, des 
dents comme deux rangees de 
perles et une petite fossette an 
milieu du menton. Ses joues 
sont animees du plus doux in- 
carnat, et les belles boucles de 
ses cheveux cbktain clair flot- 
tent sur ses epaules. Elle a une 
petite main, des doigts effiles et 
des ongles roses. Son pied efit 
fait honte a Oendrillon. 

“ Les perfections de son ame 
ne le ckdent en rien k celles de 
sa personne. Ses connaissances 


porters of the throne and altar: 
they are a family whose geneal¬ 
ogy is traced up to the epoch of 
the foundation of the kingdom. 

“ The young lady whom I 
shall ask in marriage will, of 
course, be the type of grace and 
beauty. She and I shall be a 
well-matched couple. I fancy I 
see her. 

“ She is middle-sized. Her 
shape is slender and flexible. 
She has black eyes, a Grecian 
nose, ruddy lips, teeth like two 
rows of pearls, and a small 
dimple in the middle of her 
chin. Her cheeks glow with 
the softest blush, and the beau¬ 
tiful locks of her light nut- 
brown hair flow on her shoul¬ 
ders. She has a small hand, 
slender fingers, and rosy nails. 
Her foot would have shamed 
Cinderella. 

u The perfections of her mind 
are nowise inferior to those of her 
person. Her knowledge makes 


the French stage.”— Trone is masc. by exc.—C 'est une famille. 379. The 
pron. ce is often employed for Ac, she, or they, as the subject of a proposition, 
the predicate of which is a subst. or a pron.— Royaume is mase. by exc. 

Type is masc. by exc., as well as its derivatives, prototype, daguerreotype , 
etc.— Elle et moi, nous ferons. 380. § 1. When a verb refers to several 
subjects of different persons, the subjects are summed up by the pron. nous 
or vous, with which the verb agrees. § 2. Nous is employed if one of the 
subjects is of the first person; otherwise vous is the proper pronoun.— 
Couple is masc. by exc. when it signifies two animated beings acting in con¬ 
cert, or two persons or animals of different sexes; but when couple signifies 
only two tilings of the same kind, it is fern. 

Ses cheveux chatain clair. 381. § 1. When two adjectives form a com¬ 
pound in which the second qualifies the first, they are both invariable. 
§ 2. But if the first is used adverbially and qualifies the second, tire first 
adj. is iqvariable, and the second agrees with the subst. Ex. Ses cheveux 
dair-semes , his thinly-scattered hair.— Route, h is aspirate. See h in Index. 




FORTY-EIGHTH LESSON. 


349 


la font admirer comme un pro- 
dige. Elle chante et danse a 
ravir. Elle sait dessiner, pein- 
dre et broder; elle parle anglais, 
italien, espagnol, et allemand. 
Elle est versee dans l’histoire et 
la geographie. Elle sait coudre 
et tricoter et se sert de la que- 
nouille, du fuseau et du rouet 
aussi bien qu’une fermiere. Loin 
d’avoir l’orgueil de certaines per- 
sonnes de sa caste, elle rend de 
frequentes visites aux pauvres, 
dont elle allege les souffrances 
et dont elle est adoree. Son 
panegyrique est dans toutes les 
bouclies. Enfin c’est le modele 
des vertus.” 

Quarante-huitieme Le^ 

“Pour ainadoner le due son 
p&re, et pour qu’il ne croie pas 
dechoir en donnant sa fille k 
un parvenu, je lui ecrirai que 
je ne demand© pas de dot. Une 
offre aussi desinteressee est une 
chose trop rare pour n’6tre pas 
acceptee sur-le-cbamp. Aussi 
mon gentilhomme, tout fier qu’il 
est de ses titres et de son rang, 
ajournera toute autre affaire 
pour conclure ce pacte, et me 
donnera un rendez-vous. II me 


her admired as a prodigy. She 
sings and dances delightfully. 
She can draw, paint, and em¬ 
broider; she speaks English, 
Italian, Spanish, and German. 
She is versed in history and 
geography. She can sew and 
knit, and she employs the dis¬ 
taff, the spindle, and spinning- 
wheel as well as a farmer’s wife. 
Far from having the haughti¬ 
ness of certain persons of her 
caste, she pays frequent visits 
to the poor, whose sufferings 
she alleviates, and by whom she 
is adored. Everybody sings her 
praises. In a word, she is the 
model of virtues.” 

>n.— Forty-eighth Lesson. 

“ In order to coax over the 
duke her father, and to prevent 
him from considering it a dispar¬ 
agement to give his daughter to an 
upstart, I shall write to him that 
I do not ask for a portion. Such 
a disinterested offer is too rare a 
thing not to he accepted directly. 
So my nobleman, proud as he i3 
of his titles and rank, will post¬ 
pone every other business to con 
elude this compact, and will make 
me an appointment. He will re- 


Prodige is masc. by exc.— Panegyrique is masc. by exc.— Vertu is fem. by 
exception. 

Amadouer , to coax, to wheedle, is familiar.— Croie is a form of the irr. v. 
croire.—Gentilhomme. The h is mute, and the l takes the sound of y, as it 
the latter part of the word were spelled yom. The plural is gentihhommes, 
in which the l is quiescent and the first * pronounced like z, as if the word 
were spelled (in French) jantizomm.—Titre is masc. by exc.— Pacte is masc. 
by exc.— Eendez-vous. This compound word is masc. and invariable in the 






350 


FORTY-EIGHTH LESSON. 


recevra de la manure la plus 
affable, avee tout le protocole 
des compliments d’usage. Ma 
harangue sera courte, car je ne 
suis pas fort disert; je n’ai pas 
la faconde d’un avocat, et je finis 
par bredouiller quand je perore 
trop longtemps. 

“Apr6s avoir entame 1’affaire 
par un petit preambule, je lui 
proposerai de regler les clauses 
du contrat, qni seront tellement 
avantageuses pour sa fille, qu’il 
n’el^vera aucune objection et 
qu’il sera enchante de son t6te- 
k-t6te avec son futur gendre. 

“ II peut se faire que d’abord 
ma belle fiancee n’ait point d’a- 
mour pour moi, mais elle est si 
soumise k la volonte de son p6re 
que mon triomphe est assure. 

“A la nouvelle de ce brillant 
hymenee, mes amis viendront 
me feliciter. 

“ Dans 1’intervalle qui prec&- 
dera le jour des noces, je in’occu- 
perai de la corbeille de la mariee. 
Je ferai venir une couturi^re et 
une modiste et je commanderai 
une quantite de robes k falbalas, 
d’echarpes, de corsages, de guim- 
pes, de pelerines, de manchons de 


ceive me with the greatest affa¬ 
bility, and with the usual pack 
of compliments. My harangue 
will be short, for I am not very 
voluble; I have not the loqua¬ 
city of a barrister, and I always 
finish by stuttering, when I 
speechify too much. 

“After breaking the ice with 
a short preamble, I shall propose 
to him to settle the clauses of the 
contract, which will be so advan¬ 
tageous to his daughter that he 
will make no objection, and will 
be delighted with this t6te-a-t6te 
with his future son-in-law. 

“ It may happen that my fair 
betrothed will feel no love for me 
at first, but she is so submissive 
to the will of her father that my 
triumph is certain. 

“ On hearing the news of this 
brilliant marriage, my friends will 
come and congratulate me. 

“ In the interval that will pre¬ 
cede the wedding-day, I shall be 
occupied with the wedding-pres¬ 
ent to my bride. I shall send 
for a dressmaker and a milliner, 
and bespeak a number of gowns 
with furbelows, scarfs, bodices, 
habit-shirts, tippets, sable muffs, 


plural. 382. Compound words are masculine when the first component 
part is a verb .—Protocol is masc. by exc.— Harangue. The h is aspirate.— 
Bredouiller is familiar. . . 

Preambule is masc. by exception. 

Tete-a-tete. This compound substantive is invariable. 

Amour is masc. in the singular; but in the plural, when it signifies the 
passion of one sex for the other, it is often fem .—Triomphe is masc. by exc. 
in its usual acceptation; but, as the name of a game at cards, it is fem. 

Hymenee is masc. by exc. The h is mute. 

Intermile is masc. by exc .—Coreage is masc. by exc. 






EORTY-NIIi 

martre et de mouchoirs, suffisante 
pour parer une armee de dames. 

u J’ach^terai aussi des bas de 
soie, des manchettes et des col- 
lerettes du plus beau tulle, plu- 
sieurs ch&les bien moelleux, des 
boucles d’oreilles et un magni- 
fique voile de dentelle.” 

Quarante-neuvieme Le 

u Apres l’envoi de mes pre¬ 
sents, j’irai faire une visite a ma 
future, en carrosse k quatre che- 
vaux, et avec un cortege nom- 
breux. 

“Enfin, je vois arriver le jour 
qui doit mettre le comble a mon 
bonheur. Je vais rejoindre la 
famille assemblee chez le due, et 
nous partons pour la munici¬ 
pality. Le maire nous unit; puis 
nous allons & l’eglise oil nous re- 
cevons la benediction nuptiale, 
et me voil k l’heureux epoux de 
la charmante Anna. 

•“ Oomme il est-de mauvais ton 
de manifester ses impressions, je 
m’efforcerai de cacher mes trans¬ 
ports sous une froideur affectee. 

u A notre retour, nous trouve- 
rons une collation toute splen- 
dide preparee par les ordres ex- 
pr£s de mon beau-p£re. Au des- 


:h lesson. 851 

and handkerchiefs, sufficient to 
deck an army of ladies. 

u I shall also buy some silk 
stockings, some ruffles and col¬ 
lars of the finest lace, several 
shawls of the softest tissue, ear¬ 
rings, and a magnificent lace- 
veil.” 

on. — Forty-ninth Lesson. 

u After sending my presents, 
I shall pay a visit to my in¬ 
tended bride, in a carriage and 
four, and with a numerous ret¬ 
inue. 

“ At length I see the day ar¬ 
rive which is to crown my hap¬ 
piness. I meet the family as¬ 
sembled at the duke’s, and we 
start for the mayoralty-house. 
The mayor unites us; we then 
repair to the church, where we 
receive the nuptial blessing, and 
I am made the happy husband 
of the charming Anna. 

u As it is ungenteel to manifest 
one’s impressions, I shall strive 
to hide my raptures under affect¬ 
ed coolness. 

“ On our return home, we 
shall find quite a splendid col¬ 
lation prepared by the express 
orders of my father-in-law. At 


Des bas de soie. 383. There are two ways of saying this in English : Seme 
silk stockings , or, some stockings of silk. In French there is bat one: Some 
stockings of silk ; and all sentences of this kind have to be translated accord¬ 
ing to this model.— Tulle is masc. by exc.— Chale is masc. by exc.— Voile, veil, 
is masc. by exc.; but voile, sail, is fem. 

Carrosse is masc. by exc.— Cortege is masc. by exc. 

Rejoindre, irr. v., is conjugated like joindre. — Epoux, spouse, fem. e/pouse. 

Ordre is masculine by exception.— Expres. The irr. fem. is expresse .— 






352 


FORTY-NINTH LESSON. 


sert, je ferai apporter un grand 
coffee rempli de cadeaux pour 
tous mes nouveaux parents, com- 
me gages de ma sincere amitie. 
II y aura de riches tabatieres 
pour le grand-papa, les oncles et 
les cousins, des parures pour les 
tantes et les cousines, des cer- 
ceaux, des cordes a sauter, des 
toupies, des sabots, des cerfs- 
volants et une multitude d’autres 
joujoux pour les neveux et les 
nieces. Les domestiques ne se- 
ront pas oublies ; ils auront leur 
ample part de mes largesses. 

“ Dans l’apres-midi, il y aura 
une ascension en ballon; et le 
soir, on tirera un superbe feu 
d’artifice, avec petards, fusees, 
boites et chandelles romaines. 
Pour qu’un incendie ne soit pas 
& redouter, des pompiers se tien- 
dront tout prets avec une pompe 
et des seaux. 

“ Quand j’aurai installe ma 
jeune epouse chez moi, je com- 
mencerai par lui inspirer une 
sorte de crainte respectueuse qui 
me donnera un grand empire sur 
elle, afin qu’elle ne m’en aime 
que mieux plus tard. A cette 
fin, je la conduirai ceremonieuse- 
ment a son appartement, et la je 
lui ferai un salut profond et gla¬ 
cial en me retirant.” 


the dessert, I shall order a large 
box to be brought in, filled with 
gifts for all my new relations, 
as pledges of my sincere friend¬ 
ship. There will be rich snuff¬ 
boxes for the grandfather, the 
uncles, and male cousins; sets 
of ornaments for the aunts and 
female cousins; hoops, skipping- 
ropes, tops, whip-tops, kites, and 
a multitude of other playthings 
for the nephews and nieces. The 
servants will not be forgotten; 
they will have their ample share 
of my bounty. 

“ In the afternoon, there will 
be an ascent in a balloon; and 
at night, splendid fireworks will 
be let off, with crackers, rockets, 
fire-boxes, and Roman candles. 
In order that a conflagration 
may not be dreaded, some fire¬ 
men will stand in readiness with 
a fire-engine and buckets. 

“ When I have installed my 
young bride in my house, I shall 
begin by inspiring her with a 
sort of awe, which will give me 
a great empire over her, that 
she may love me the better for it 
afterwards. To this end, I shall 
lead her ceremoniously to her 
apartments, and there make her 
a low, frigid bow as I retire ” 


Goff re is masc. by exc .—Gage is masc. by exc.— Cerfs-volants is the plural 
of cerf-volant. In this compound substantive, the,/in the singular, and fa 
in the plural, are quiescent .—Jovjoux is the plural of joujou. (371.) 

Apres-midi is feminine according to the Academie , though several writers 
make it masculine. This compound substantive is invariable.— Incendie is 
masc. by exception. 

Empire is masc. by exc.— Glacial , from glace, ice. According to the 




FIFTIETH LESSON. 


353 


Cinquantieme LEgoN.— Fiftieth Lesson. 


“ Cela occasionnera tin grand 
scandale. Ses femmes viendront 
me representer qu’elle a le coeur 
navre ; qu’elle se tord les mains 
et qn’a la suite d’une crise 
nerveuse elle est torabee dans 
l’abattemfnt. Elies me supplie- 
ront avec larmes de ne pas affli- 
ger ainsi leur mattresse par raa 
froideur et ma durete; mais je 
les ferai taire et je resterai in¬ 
flexible. 

44 Le lendemain, la ducbesse 
m’am^nera sa fille, pendant que 
je serai nonchalamment couche 
sur un sofa. La pauvre enfant, 
pleurant, sanglotant et poussant 
de profonds soupirs, se jettera a 
mes pieds. 

44 4 O ! monsieur,’ me dira-t- 
elle, 4 qu’ai-je done fait pour que 
vous me traitiez ainsi? Dites-le- 
moi, je vous en conjure.’ 

u Alors, comme energique et 
derniere epreuve, je la repousse- 
rai soudain sans aucune pitie.” 

Alexis etait si compldteinent 


44 This will occasion great 
scandal. Her women will come 
and represent to me that she is 
broken-hearted; that she wrings 
her hands, and that, after a ner¬ 
vous fit, she has fallen into a state 
of dejection. They will beseech 
me with tears not to.grieve their 
mistress in that way, by my 
coolness and unkindness; but I 
shall silence them und remain 
inflexible. 

44 The next day, the duchess 
will bring her daughter to me, 
while I am carelessly lying on 
a sofa. The poor girl, weep¬ 
ing, sobbing, and heaving deep 
sighs, will fling herself at my 
feet. 

44 4 Oh, sir!’ will she say, 4 what 
have I done, that you should 
use me thus ? Tell me, I entreat 
you.’ 

44 Then will I, to put her to the 
last and strongest test, spurn her 
from me without any pity.” 

Alexis was so completely swal- 


Academie , this adjective has no plural masc. However, the astronomer 
Baillv has written, I)es vents glacials. 

Scandale is masc. by exc.— Elle est tombee. The v. tomber almost invariably 
takes etre as an auxiliary, in its compound tenses. 

Enfant, in the singular, is of either gender, according to the sex of the 
child referred to; but in the plural it is always masculine. 

Dites- lk-moi. 384. When a verb in the imperative mood is followed by 
two object- pronouns, the one direct and the other indirect, the direct regimen 
is placed before the indirect. For the sake of euphony, however, the pron. 
moi. toi , le, la, when direct regimens, are placed after y. Ex. Envmgez-y-moi, 
send me thither. But this construction is forced, and it is better to avoid it. 

Sovdain, sudden, for soudainement , suddenly. 385. Adjectives are some¬ 
times employed as adverbs; in this case they are invariable.— Pitie is fem. 
by exception. 




354 


FIFTIETH LESSON. 


absorbe dans ce songe qu’il fai- 
sait tout eveille, que, saisi d’un 
vertige irresistible, il ne put 
s’emp^cher d’executer avec son 
pied l’acte brutal qu’il avait 
dans la pensee; de sorte qu’il 
repoussa brusquement^on panier 
de fragile marehandise, base de 
toutes ses grandeurs imaginaires, 
et que ses verres all^rent tomber 
dans la rue, ou ils se briserent 
en inille morceaux. 

“Hol&!” s’ecria le coiffeur, 
qui accourut en riant k gorge 
deployee! “ II parait qu’il y a 
du grabuge et de la brouille dans 
le menage. Voila bien du tin- 
tamarre. A qui cette vaisselle 
cassee ?—Au marquis Delatour ! 
Oh ! l’arrogant imbecile! qui ne 
connait pas de meilleur moyen de 
sa faire aimer de sa femme que 
de la recevoir & coups de pied ! 
Une petite femme jolie comme un 
ange et douce comme un mou- 
ton! Fidonc! Ah! vous n’airnez 
pas les pourquoi, et les comment, 
vous haissez les bavards, dites- 
vous? Eh bien, moi, je hais les 
sots bouffis de vanite. Vous 
n’avez que ce que vous meritez, 
mon cher, et vous apprenez a vos 
depens k quoi m6ne la manie de 
faire des chateaux en Espagne.” 


| lowed up in this waking dream, 
that, seized with an irresistible 
vertigo, he could not forbear 
performing with his foot the 
brutal act which he had in his 
thoughts; so that he abruptly 
kicked his basket of brittle 
ware, the basis of all^his imagi¬ 
nary grandeur, and his glasses 
fell down into the street, where 
they were broken into a thou¬ 
sand pieces. 

“Halloa!” cried the hair¬ 
dresser, running in and laughing 
immoderately. “ It seems that 
there is a jarring and wrangling 
between.the husband and wife. 
Here is much noise! Whose 
broken crockery is this?—Mar¬ 
quis Delatour’s. Oh! the super¬ 
cilious blockhead ! who knows 
no better way of gaining the 
love of his wife than receiving 
her with kicks! Such a little 
wife, as pretty as an angel and 
as mild as a lamb ! Fie upon 
you ! Ah ! you do not like the 
whys and hows; and you hate 
gossips, you say? Well, / hate 
fools puffed up with vanity. 
You are rightly served, my fine 
fellow, and you now see to your 
cost the folly of building castles 
in the air.” 


Songe is rnasc. by exc.—Vertige is masc. by exc .—Acte is masc. by exc. 

Grabuge is masc. by exc. It is familiar.— Tintamarre is masc. by exc.— 
Ange is masc., even when applied as an epithet to a woman.— Les pourquoi. 
et les comment. 386. Uninfected parts of speech, when accidentally used 
as substantives, remain invariable. — Vous n'avez que ce que vous meritez , mon 
cher. 387. When the pron. nous stands foryV or moi , the adjective, sub¬ 
stantive, or participle corresponding to it, must be employed in the singular 
number. This observation applies also to vous used for tu or toi. 




GENERAL INDEX 

AND 

ALPHABETICAL GRAMMAR, 


COMPRISING ALL THE RULES, OBSERVATIONS, AND EXCEPTIONS 
CONTAINED IN THIS WORK, AND GIVING A COMPLETE 
LIST OF THE RADICAL IRREGULAR VERBS. 


The abbreviations are the same which have been explained page 335 . 
The figures refer, not to the pages, but to the observations or rules, 
when no indication is prefixed to them 5 and to the lessons, when pre¬ 
ceded by the letter L. _ 


A, prep.—Corresponds generally 
to the English prep, to and at; and, 
moreover, is often rendered by in, 
on, by, with, for, etc. As a prep., a 
is distinguished from a, the v. has, 
by a grave accent, but without any 
difference in the sound of the vowel. 
It must be repeated before each sub¬ 
stantive, adjective, or verb which it 
governs.—tfist of verbs which govern 
the infinitive with the prep, a, 211 .— 
List of verbs which govern the infill, 
with either a or de, 214. 

A, an, is translated by un for the 
masc., and by une for the fern., 9.— 
This article is not expressed before a 
subst. which is used adjectively, that 
is, which qualifies either the subject 
or the regimen of a verb, 21 .—It must 
not be rendered after what in excla¬ 
mations, 29. 

AESXaE.—This termination de¬ 
notes aptness, fitness. It is joined to 
verbs of which it makes adjectives. 
It signifies the liability to undergo 
the action expressed by the verb. 
About two hundred adj. in able are 
the same in both languages, 44. 

Absoudre, to absolve.—Irr. v.— 
Pres. part. Absolvant. —Past part. Ab- 
eous; fern. Absoute. —Pres, tense, in¬ 
die. mood : J^absoas, tu absoi,s , il ab- 
sout, nous absolvons , vous absolvez, ils 
absolvent. —Imperfect tense : fabsol- 


vais, tu absolvais, il absolvait, nous 
absolvions, vous absolviez, ils absol- 
vaient. —No past tense definite.—Fu¬ 
ture tense and conditional mood, 
regular, 200. —Imperative mood, like 
the pres, tense, indie, mood, 220.— 
Subjunctive mood, pres, tense: Que 
f absolve, que tu absolves, qu'il absolve, 
que nous absolvions , que vous absolviez, 
qu’ils absolvent. —No subjunct. past. 

Accent. —In the sense of the par¬ 
ticular stress or force laid upon a 
syllable, there is scarcely any accent 
in French ; at least it is far from hav¬ 
ing the importance of the English 
accent. In general, the stress is laid 
on the last syllable, or the last but 
one if the word ends with e mute. 
As orthographic signs, there are three 
accents: the acute ('), the grave ('), 
and the circumflex ( A ). The acute 
accent is placed over e, to give it the 
sound of a in the English word date ; 
and e with a grave accent, e, is pro¬ 
nounced like a in dare. The circum¬ 
flex may be placed over any one of the 
vowels, and only prolongs its sound. 
In the following four cases, the grave 
accent simply determines the mean¬ 
ing of words of similar orthography: 
a, has. a, to. 

des, some. des, as soon. 

la, the. la, there. 

on, or. oil, where. 





356 


INDEX. 


Acquerir, to acquire.—Irr. v.— 
Present part. Acquerant .—Past part. 
Acquis. —Pres, tense, indie, mood : 
f Vacquiers, tu acquiers, il acquiert, 
nous acquerons, vous acquerez, Us ac- 
quierent .—Imperfect tense: J'acque- 
rais, tu acquerais , il acquerait , wows 
acquerions, vous acqueriez, acque- 
raient .—Past tense definite: P acquis, 
£w acquis , il acquit, wows acquimes, 
?;ows acquites, «7s acquirent .—Future 
tense: J'acqvdrrai , tu acquerras, il 
acquerra, wows acquerrons , flows ac- 
querrez , ?7s acquerront .—The r is 
pronounced as double.—Conditional 
mood : P acquerrais, £w acquerrais, il 
acquerrait, wows acquerrions , flows ax- 
querriez, Us acquerraient. The r is 
pronounced as double.—Imperative 
mood, like the present tense, indica¬ 
tive mood, 220.—Subjunctive mood, 
present tense : facquiere, ywe £w 

acquieres, il acquiere , ^we wows ac- 
querions, que vous acqueriez , ^w’ '7s 
acquierent .—Subjunctive past: Que 
facquisse, que tu acquisses , <?wh7 ac- 
quit, wows acquissions , que vous 

acquissiez , quHls acquissent. 

ADH. termination.—Found in 
about 150 substantives, a third of 
which have become English, some 
without any alteration, and some 
presenting a slight difference, 166. 

Adjectives.—The adjective al¬ 
ways agrees in gender and number 
with the subst. to which it relates, 40. 

Adjectives generally form their 
fern, by the addition of e mute, 41.— 
Adj. ending in 6 mute are of both 
genders, 40.—Adj. ending in cc form 
their fern, by changing x into s<?, 63.— 
Adj. ending in el, eil , et, ien , and ow, 
form their fern, by doubling the final 
consonant and adding s mute, 85.— 
Adj. ending in f form their fern, by 
changing this termination into as, 42. 
—Adj. ending in ewr have their fern, 
in <?wse, when they can be derived 
from a pres. part, by changing the 
termination aw£ into ewA, 186.—The 
principal exceptions are: 


Couiplet, complete. 
Dissret , discrete. 
Inquiet , inquiete. 
Nv.l , nulle. 

Gentil , (jentille. 
Sot , so££e. 

A'as, iasss. 


Jumeau , jumelle. 
Beau , belle. 
Nouveau, nouvelle. 
Fou , folle. 

Mnu , molle. 

Blanc , blanche. 
Franc , franche. 


Gras , grasse. 
Las , Zass*. 
Epais , epaisse . 
< 9 ros, grosse. 
Tiers , tierce. 
Doux, douce. 
Faux , fausse. 
Roux , rousse. 
Vieux , vieille. 


Sec, seche. 

Frais, fraiche. 
Public, publique, 
Caduc, caduque. 
Turc, turque. 
Grec, grecque. 
Long, longue. 
Matin, maligne. 
Favori, favorite. 


The plural of adjectives, like that 
of substantives, is regularly formed 
by adding s'to the sing., 43.—Adj. 
ending in s or x do not change their 
termination in the ph, 8.—Adj. end¬ 
ing in aw form their pi. with x instead 
of s, 124.—Adj. ending in a/ generally 
form their pi. by changing aHnto awx, 
but there are some exceptions, 15. 

The degrees of comparison are not 
usually formed in French by means 
of a termination ; but by placing be¬ 
fore the adj. one of the following ad¬ 
verbs : aussi, as; />/ws, more, most; 
moins, less, least; iwes, fort, Men, 
very, etc., 51, 52, 53. 

When an adj. refers to two or more 
subst. or pron., either sing, or ph, and 
of different genders, it takes the pi. 
form and the masc. gender, 376, § 1.—■ 
When two or more subst. of different 
genders are qualified by the same 
adj., for the sake of euphony, the 
subst. of the masc. gender should be 
placed last, if possible, 376, § 2.—An 
adjective which follows two or more 
subst. not connected by et, agrees 
with the last only, when the subst. 
are synonymous, 377.—An adjective 
which follows two or more subst. 
connected by ou, agrees with the last 
only.—The subst. gives the law to 
the adj., but never receives it from 
it, 361.—When two adj. form a com¬ 
pound, in which the first is used 
adverbially and qualifies the second, 
the first adj. is invariable, and the 
second agrees with the subst., 381.— 
When two adj. form a compound, in 
which the second qualifies the first, 
they are both invariable. 

The place of the adj. in French can 
hardly be subjected to rules. It some¬ 
times precedes and sometimes follows 
the subst. without any precise reason, 
and often according to the taste or 
caprice of the speaker, 39.—Some adj. 
vary in their meaning, according as 
they are put before or after the subst. 




INDEX. 


357 


French adj. are often used as subst. 
5n the sing, as well as in the pi., 73. 

When the first person plural of the 
imperative mood is used in the sense 
of let me, the adj., or the subst. used 
adjcctively, which follows it, must 
of course he put in the sing., 290. 

Adjectives are sometimes employ¬ 
ed as adverbs; in this case they are 
invariable, 385. 

Adjectives are often followed by 
certain prepositions, the use of which 
cannot always be determined by 
rules, 262.—In impersonal phrases, 
such as, II est difficile, 11 est necessaire, 
II semble utile, II demerit facile, etc., 
the adj. takes de before the infinitive 
that follows, 269. 

The Possessive Adjectives are: 
Mon, ma, me.s, my; ton, ta , tes, thy; 
son, sa, ses, his, her, its, one’s; notre , 
nos, our ; rot re, vos, your; leur, leurs, 
their, 71.—The possessive adj. agrees 
in gender and number with the subst. 
that follows it, 50.—Must be repeated 
before each subst.—The article le, la, 
les , is used instead of a possessive 
adj. before a regimen, when the sense 
clearly shows who the possessor is, 25. 
—This substitution is particularly 
proper before the name of a part of 
the body, or of a mental faculty ; but 
care must be taken to make use of a 
pronoun showing who the possessor 
is, 303. 

The Demonstrative Adjectives 
are: Ce, cet, cette, this, that; and ces, 
these, those. 69. 

The Indefinite Adjectives are: 
Aucun, any; chaqne, each ; mil, no, 
none, etc. ; plusieurs, several; quel- 
ques, a few ; tout, all, every, etc., 298. 

Adverbs.—A considerable num¬ 
ber of adverbs of quality are formed 
from adjectives, by the addition of 
the termination ment , which corre¬ 
sponds to the English termination 
ly, 13.—This termination is added to 
the feminine form, unless the adj. 
ends with a vowel, in which case 
ment is added to the masc. termina¬ 
tion, 111.—When the adj. ends in 
ent, the adv. is formed by changing 
this termination into emment; and 
when the adj. ends in ant, the adv. 
is formed by changing this termina¬ 
tion into amment. In emment , the 
first e has the sound of a, so that 
both these terminations, emment and 


amment, are pronounced exactly 
alike, 111.—The exceptions to the 
foregoing rule are : Lentement, slow¬ 
ly ; presentement , at present; and 
vehementement, vehemently, 111 . 

Adverbs of quantity require the 
prep, de, when placed before a sub¬ 
stantive, 155. 

In French, the adv. may generally 
be placed after the verb, and before 
every other kind of words, 83. 

When a v. is in a compound tense, 
the adv. is generally placed between 
the auxiliary and the participle; but 
this rule is not absolute, 313.—The 
adverbial form, C est pourquoi, there¬ 
fore, must be placed at the beginning 
of a sentence, or of a clause of a sen¬ 
tence.— y, there, precedes the verb 
in all the moods, except the impera¬ 
tive, 117. 

Model of construction for adverbial 
phrases marking augmentation or 
diminution, by the repetition of the 
comparative, 215. 

The following adverbs offer also 
some peculiarities: Assez, aussi, bv-n, 
comme, devant, jamais, pen, qnand , 
tant , y, ne. See each, in its alpha¬ 
betical place. 

Affirmation. —There is no such 
word in French as do or did, joined 
to a verb in order to give greater 
strength to an affirmation, 31. 

AGE.-Th is termination enters 
into the formation of numerous sub¬ 
stantives, many of which are the 
same, or nearly the same, in both 
languages. 

Aieul, ancestor—Has two forms 
in the plural, dieuls and aievx. The 
first is used only for grandfathers. 
Aieux signifies ancestors, or fore¬ 
fathers. L. 27. 

AXN.—Termination belonging to 
a small class of adjectives differing 
slightly from the English, 314. 

Ainsi que, as well as.—One of the 
connectives after which the v. agrees 
with the first of its subjects only. 

AIRE.— Termi nation common to 
substantives and adjectives, many of 
which end in English in ary or in ar. 
See 41st Lesson, 359. 

AL. —Termination. There are 250 
adjectives ending in al , which are the 
same, or very nearly the same, in both 
languages, 14. There are, besides, 
about 90 adjectives ending in el in 



358 


INDEX. 


French, and in al in English, with 
scarcely any other difference than 
the change of a into e. 97. 

Adjectives ending in al generally 
form their pi. by changing al into aux , 
but there are some exceptions, 15. 

Besides the adjectives in al, there 
are about 60 substantives having this 
termination, 40 of which are nearly 
the same in both languages, 14. 

Substantives ending in al form 
their pi. by changing this termina¬ 
tion into aux , 97.—The principal ex¬ 
ceptions are : Dais, carnavals , regal*. 

Aller, to go.—Irr. v.—See p. 132. 
—This v. is always conjugated with 
e.tre in its compound tenses—Governs 
the infinitive without a prep., 187. 

Aller (s ? en), to go away—Is con¬ 
jugated like alter, the particle en be¬ 
ing placed immediately before the v. 
in its simple tenses, and before the 
auxiliary in its compound tenses, 
thus : Je m'envois, je rri'en svis aUA. 
Except the imperative mood: Va-t'en , 
aUons-nous-en, allez-vous-en. 

Any —Is often rendered by the 
partitive art. de, du , de la, des, 38.— 
When the direct regimen of a w, it is 
rendered by en, placed before the v., 
except in the imperative mood, 113. 

A peine, scarcely.—One of the 
adv. after which the subject pronoun 
may follow the verb, 98. 

Apercevoir, to perceive.—Irr. v. 
Conjugated like devoir. See p. 232. 

Article. —The French art. varies 
in gender and number. —Le is masc. 
and sing. La is fern, and sing. Les 
is plural, and of both genders.—The 
article agrees in gender and number 
with the substantive, 1. 

The substantive, whether used in 
a definite or an indefinite sense, is 
generally preceded by the art., unless 
there be some other determinative 
word annexed to it, such as un. ce, 
etc., 159.—The art., which is often 
omitted in English before an adj. or 
a title preceding a proper name, must 
not be suppressed in French, 310.— 
When an adj. in the superlative degree 
precedes the subst., one art. serves for 
both ; but when the adj. follows, the 
art. must be repeated before it, 248.— 
When there are several adj., the art. 
is repeated each time before the 
words flu*, moiiis, mieux, 249.—Be¬ 
fore plus, mains, mieux , used in the 


superlative of comparison, the article 
le, la. les, agrees in gender and num¬ 
ber with the substantive which is the 
object of comparison ; but in the su¬ 
perlative absolute, that is, when no 
comparison is expressed, the article 
le remains invariable, 360. 

The art. is not used when substan¬ 
tives are combined with certain verbs; 
as, avoir, faire, rend re, entendre, and 
a few more, with which they express 
a single idea, 297. 

The art. le, la, les, is used instead 
of a possessive a<ii. before a regimen, 
when the sense clearly shows who 
the possessor is, 25.—This substitu¬ 
tion is particularly proper before the 
name of a part of the body, or of a 
mental faculty; but, in order to avoid 
ambiguity, care must be taken to 
make use of a pronoun showing who 
the possessor is, 303. 

The prep, d and de combine with 
le and les, with which they form the 
compounds au, aux, du, and des, 19. 

De is often a definitive, either alone 
or combined with the art. le, la, les, 
and is then called a partitive article, 
corresponding to the English words 
some and any. The two words de le 
are contracted into one word, du; 
and de les are contracted into des : but 
the words de la remain separate, 38. 
—The use of this partitive article is 
more frequent in French than is the 
use of some and any in English, and 
occurs when these words are under¬ 
stood or altogether suppressed, 159.— 
The art. is suppressed, and de alone 
is employed, when the substantive is 
preceded by an adjective. 38. 

Assaillir. to assail—Irr. v.—Pres, 
part. Assaillant .—Past part. Assailli. 
—Indicative mood, present tense: 
J'assaille, tu assaille*, il assaille, nous 
assaiUons, von* assaiVez, ils assailant, 
—Imperfect tense: J'assaillais, tu 
assuillai*. ilassaiVait, nous assaillions, 
vous assailliez, ils assaillaient .— Past 
tense definite, regular.—Fut. tense, 
regular.—Conditional mood, regular. 
—Imperative mood : Assaille., assail- 
lons, assaiUez. -Subjunctive mood, 
pres, tense : Que j'assaille, que tu as- 
sailles, quit assaille. que nous assail- 
Ivms, que vous assailliez, qu'ils assail- 
lent .—Past tense, regular. 

Asseoir, to seat.—Irr. v.—Pres, 
part. Asseyant. —Past. part. Assis. — 




INDEX. 


359 


Indicative mood, pres, tense: Pas- 
sie<ls, tu assieds, il assied, nous assey- 
ons, vous asseyez , ils asseient. —Im¬ 
perfect tense : J'asseyais, tu asseyais, 
il asseyait, nous assey verts, vous assey- 
iez, ils asseyaient .—Past tense defi¬ 
nite : J'assis , tu assis , il asset, nous 
asnm.es, vous assites , ?'&>■ assirent .—■ 
Future tense : Passierai, tu assieras, 
il assiera, «««# assierons, wvs assierez, 
assieront —or, «/’ asseyerai, etc.— 
Conditional mood: Passierais, to 
assierais , il assierait, assierions , 

assieriez , assieraient —or, e/’as- 

seyerais, etc.—Imperative mood: As- 
sieds, asseyons , asseyez .—Subjunctive 
mood, pres, tense: Que j'asseie , que 
tu asseies, il asseie, que nous assey- 

ions , tv/ws asseyiez, qtiils asseient. 

■ —Subjunct. past: Que pass isse, que tu 
assisses, qu?il asset, que nous assissicms, 
que vous assissiez, qu'ils assissent .— 
This verb may also be conjugated 
as follows : Assoyant. — J'assois , etc., 
wows assoyons, etc.— -J'assayais, etc.— 
J'assoirai , etc— J'assoirais, etc.—^4s- 
assoyons, assoyez. — Quefassoie.— 
It is most often used reflectively, in 
the sense of, to sit down, thus: 
JS'asseoir, etc. 

Assez, enough. — Adverb, which 
precedes the adjective, the adverb, 
or the snbst., which it modifies. 

ATIOR7.—Termination of nume¬ 
rous substantives, from which verbs 
may be obtained by changing ation 
into er , 112. 

AU.— Termination. Nouns and 
adjectives ending in au form their 
plural with x, instead of s, 124. 

Au, to the, at the. — Contraction of 
a and le, 1U. 

Aucun.— Indefinite pronominal 
ndj., corresponding to any, and with 
a negation, to no, none, not one. It is 
seldom used in the plural. Its fern, 
is aucune, 105. Pas de, like aucun, 
corresponds to no, or not any; but it 
differs from aucun, inasmuch as it 
refers to the pi. as well as the sing., 
and has, besides, a more indefinite 
sense. The combination un remains 
nasal, even when the n coalesces with 
the initial vowel of another word. 

Au moins. at least. — After this 
adverb, the subject pron. may follow 
the verb, 98. 

Aupres, near. — Is an adverb and 
a prep. Pres and aupres are both 


translated by the word near. When 
used as prep, they are followed bv 
de. The difference between these two 
words is slight. Aupres denotes well 
known and determined proximity; 
pres has something more vague. Thus 
we say, Plus pres, mains pres, and 
not. Plus aupres, moins aupres, 321. 

Aussi. —Adverb. Corresponds to 
also , too, likewise, so, and as ; with the 
last meaning, before adj. and adv., it 
denotes equality, and requires que 
after the adjective or the adv.—After 
aussi, in the sense of also, the subject 
pron. may follow the verb, 98.—As 
an adv. of comparison, it must be re¬ 
peated before each adj., v., or adv., 
which it modifies.—In English, after 
so and as, the indefinite art. a . an, is 
placed between the next adj. and 
subst. In French, the adverb aussi 
is preceded by un, vne, 193.—In the 
comparative of equality, the word as 
is expressed by aussi before the adj., 
the part., or the adverb, and by que 
after it, 54. 

Aussitdt, as soon.—See Tot, 339. 

Autant. —Adverb denoting quan¬ 
tity, and corresponding to as much, as 
many ; so much, so many. The con¬ 
junction as, following these adverbs, 
is rendered by que. 

Automne, autumn.—Is of both 
genders. Oftener masc. than fern. 

Autrui. —Subst. or indefinite pro¬ 
noun, signifying another, or others. 
Is invariable. 

Aux. —Contraction of a les, to the, 
at the, 19. 

Auxiliary Verbs. — See Avoir 
and Eire. 

Avant, before.—Prep. Must not 
be confounded with decant, before, 
which simply denotes place or situa¬ 
tion. Avant refers chiefly to priority 
of time. 

Avec.— Prep., corresponding to 
with.— The ellipsis of this prep, is 
common in such phrases as the fol¬ 
lowing : Le sac sur le dos, Le fusil sur 
Vepaule, 341. 

Avoir, to have.—Irr. v.—For its 
conjugation, see p. 16.—Employed, 
like the verb to have, in English, in 
forming the compound tenses of tho 
other verbs, except the pronominal 
and some neuter verbs, 129, 146.— 
There are various states, dispositions, 
and sensations, both of body and 




360 


INDEX. 


mind, expressed in English by the 
verb to be, joined to an adj., which 
are generally rendered in French by 
means of the verb avoir , with a sub¬ 
stantive. 

Having, placed as an auxiliary be¬ 
tween a prep, and a v., is sometimes 
suppressed in English, and the prin¬ 
cipal v. is governed directly by the 
prep, thus: After making, for After- 
having made. This abbreviation would 
not be correct in French, 320. 

Y avoir, there to be, is impersonal. 
Indicative mood, pres, tense: 11 y a, 
there is, there are.—Imperfect: II y 
avait , there was, there were.—Fast 
tense definite : II y eut , there was, 
there were.—Future tense: 11 y aura, 
there will be. —Conditional mood : II 
y aurait , there would be.—Subjunc¬ 
tive mood, pres, tense : QuHl y ait, 
that there may be.—Subjunct. past: 
Qvlily eut, that there might be.—In 
interrogations, y remains before the 
verb, and il is placed after it, thus : 
Ya-t-il, is there ? Y avait-il , was 
there ? etc., 100. 

The verb y avoir is frequently used 
before words denoting the time 
elapsed since an event took place, or 
the time during which a state or an 
action has been continued. The que 
which follows signifies since, 350.— 
When 11 y a, denoting time elapsed, 
precedes the principal v., the word 
que , signifying since, is required; but 
when the principal v. is placed first, 
que is of course unnecessary. 

Battre, to beat.—Irr. v., only in 
the three persons sing, of the present 
tense, indie, mood : Je bats, tu bats, 
il bat. The second person sing, of 
the imperative is of course bats, 247. 
The rest of this verb is regular.— 
Abattre , combattre, debattre, rabattre, 
and rebatlre, are* conjugated like 
battre. 

Beau, fine.— Bel, before a subst. 
beginning with a vowel or an h mute. 

•—Fern., belle. 

Benit, blessed, holy.—Feminine, 
benite. —Irr. part, of the verb bemr, 
only used in the sense of, consecrated 
by the church. In all other cases, 
the past part, of benir is regular. 

Bien, well.—Before adj. and adv. 
corresponds to very, 51.—Becomes a 
synonym oibeaucou-p when it is com¬ 


bined with the compound article du, 
de la, des, and corresponds to much 
and many, 101.—The letters ieni orm 
a nasal diphthong, even when the 
final n of hien coalesces with the ini¬ 
tial vowel of another word. 

Bient6t, soon.—See Tot, 339. 

Boire, to drink.—Irr. v.—See p. 
154. 

Bouillir, to boil.—Irr. v.—Pres, 
part. Bonillant.— Fast part. Bouilli. 
—Indie, mood, pres, tense: Je bans , 
tu boas, il bout , nous bouillons, vous 
bouillez. Us bouiUent. —Imperf. tense : 
Je booillais, tu bouillais, il bouUlait, 
nous bouillions, vous bouilliez, ils bouil- 
laient. —Fast tense definite, regular. 
—F uture tense,regular.—Conditional 
mood, regular.—Imperative mood : 
Bous, bouillons, bouillez. —Subjunct. 
mood, pres, tense : Queje bouille, que 
tu b<miller, qu'il bouille, que nous bou¬ 
illions, que vous bouilhez , qviils bouil- 
lent. —Subjunct. past, regular. 

Braire, to bray.—Irr. v.. conju¬ 
gated like traire, 'but scarcely ever 
used otherwise than in the third per¬ 
son, singular and plural, and in the 
infinitive. 

Bruire, to make a noise.—Irr. v., 
and defective, employed only in the 
infinitive mood; in the third person 
sing, of the pres, tense, indie, mood, 
Il bruit ; and in the third person sin¬ 
gular and plural of the imperfect, 11 
bray ail, ils bruyaient. 

By. —This prep., w'hen used in 
English before the present part., to. 
denote the means or the manner of 
doing any thing, is rendered in French 
by en, 263. 

Ca.—Familiar abbreviation ot'cela, 
which see. 

Ce —I s sometimes a demonstrative 
pronoun, and sometimes a demon¬ 
strative adjective. As an adjective, 
it signifies this and that. It is inasc. 
and sing. It always precedes a sub¬ 
stantive. It is placed before words 
beginning with a consonant. Before 
a vowel, it becomes cet. The fern, is 
cette. The plural of both genders is 
ces, these and those, 69, 70. 

. -Ce, as a pronoun, generally corre¬ 
sponds to it. It is followed by the 
verb etre, or by a relative pronoun. 
Though the neuter gender is not ac¬ 
knowledged by French grammarians. 




INDEX. 


361 


and indeed does not exist in substan¬ 
tives, this pron. presents the charac¬ 
teristics of neutrality, 7. When it 
precedes a word beginning with a 
vowel or an li mute, the vowel e is 
suppressed, and an apostrophe sub¬ 
stituted for it, 4.— Ce, before the verb 
etre, requires this verb to be in the 
singular, unless it be followed by a 
third person of the pi. number, when 
the major part of writers employ the 
verb etre in the plural. 

Ceci, this.—Demonstrative pron., 
formed of ce and ci, here. Refers to 
things only. Has no fern, and no pi. 
See p. 146. 

Cedilla. —A small mark placed 
under the letter c (thus, g), in order 
to give it the sound of s before a, o, 
and u. See Introductory Lesson.— 
Verbs ending in the infinitive mood 
in cer take a cedilla under the c be¬ 
fore the vowels a and o, 802. 

Ceindre, to circle —lrr. v., conju¬ 
gated like craindre , 300. 

Cela, that.—Demonstrative pron., 
formed of ce and la, there. Corre¬ 
sponds to that , and sometimes to this 
and to it. Refers to things only. Has 
no fern, and no pi. In familiar lan¬ 
guage, ehieiiy in conversation, it is 
contracted into ga. See p. 146. 

Celui, this, that.—Demonstrative 
pron. The fern, is celle. The plural is 
ceux for the masculine, and celles for 
the feminine, both corresponding to 
these and those, 177. 

Cent, hundred.—Takes the mark 
of the pi. when preceded by another 
number which multiplies it, thus: 
deux cents , trois cents , 275.—But when 
followed by another number, it is in¬ 
variable, thus : deux cent trente , 276. 

CER. J termination.—Verbs end¬ 
ing in the infinitive mood in cer take 
a cedilla under the c, before the vow¬ 
els a and o, in order that the c may 
preserve the sound of s, 302. 

C’est pourquoi, therefore.—This 
adverb must be placed at the begin¬ 
ning of a sentence, or of a clause of a 
sentence. 

Get— Stands for ce , before a word 
beginning with a vowel or an h 
mute, 69. 

Chacun. —Indefinite pron. formed 
of chaque, every, and un , one. Cor¬ 
responds to each , every one, everybody. 
Its fern, is chucune. It has no plural. 

16 


When used in a general sense, it, re¬ 
fers only to persons, and is always 
masculine. When it relates to some 
determined object, it takes either of 
the genders, and is used in speaking 
of things as well as of persons. Be¬ 
fore a substantive or a pronoun, it is 
followed by de , 311. 

Chez. —Prep., signifying, at or in 
the house of. It corresponds also to 
home ; and is used in the sense of 
among, with , or in, 80. 

Choir, to fall.—V. irr. and defec¬ 
tive, used only in the infinitive, and 
sometimes in the past part, chu, with 
the auxiliary etre. 

Chose, tiling.—Is a fern, substan¬ 
tive. But pen de chose, little, and 
quxlque chose , something, any thing, 
are adverbial forms which are masc. 

Gi.—Abbreviation of the adv. ici, 
here. Is sometimes added to sub¬ 
stantives which come after the de¬ 
monstrative adjectives ce, cet, cette , 
and ces, as an expletive denoting near¬ 
ness, in opposition to la, which marks 
remoteness. CL is joined to the pre¬ 
ceding word by a hyphen, 70.— Ci is 
likewise added to the demonstrative 
pron. celui, celle, ceux , and celles, 177. 

Ciel, heaven.—Has two forms in 
the plural, dels and cieux. dels is 
used only in the following instances: 
dels de tableaux , skies in painting; 
dels de lit, testers of a bed ; dels de 
carriere, the first layers or strata in a 
quarry ; dels, climates. In any other 
case, cieux is employed. See p. 70. 

Circoncire, to circumcise. — Irr. v. 
—Pres. part CLrconcisant .—Past part. 
Circoncis.— In die. mood, pres, tense: 
Je circoncis, tu circoncis, il circoncit , 
nous clrconcisons, vous circoncisez, ils 
circondsent .—Imperfect: Je crrconcL- 
sais, tu circoncisais , il circoncisait , 
nous circoncis ions, vous circondsiez, Lis 
circoncisaient .—Past tense definite : 
Je circoncis , tu circoncis, il circoncit, 
nous circoncimes , vous circoncites, ils 
circoncirent .—Fut. tense, regular.— 
Conditional mood, regular.—Impera¬ 
tive mood : Circoncis, circoncIsons , 
circoncisez .—Subjunctive mood, pres, 
tense: Que je circoncise, que tu cir- 
concises, qu’il circoncise , que nous 
circoncisions, que vous circondsiez, 
qu’ils circondsent .—Subjunctive past: 
Que je drconcisse, que tu arcau¬ 
cuses, qu’il circoncit, que nous dr con- 



362 


INDEX. 


cissions, que vous circa ncissiez , qu'ils 
circoncissent. 

Clore, to close.—V. irr. and de¬ 
fective ; used only in the three per¬ 
sons singular of the pres, tense, in¬ 
dicative mood, Je clos, tu clos, il clot; 
in the future tense, which is regular; 
in the conditional mood, which is 
regular; and in the compound tenses. 
The past part, is clos. 

Collectives. —There are two 
sorts of collective words : the gen¬ 
eral and the partitive. The general 
collective words are those which 
denote the whole of the persons or 
things spoken of; as, the army, the 
multitude , the people, the crowd. The 
artitive collective words designate 
at a part of an undetermined num¬ 
ber of the persons or things men¬ 
tioned ; as, the major part , a number , 
a species, a sort. Among the latter 
are included the adverbs of quantity ; 
as, pen, few; beaucoup , many, etc.— 
A noun of multitude in the singular 
number requires that the verb or 
pronoun should agree with it in the 
sing, number, unless it be employed 
as a partitive collective noun, 332. 

Combien. —Adv., corresponding 
to how, how much , and how many. 

Comme. —Adv. and conj., corre¬ 
sponding to as, like, and how. 

Comparative. —There are two 
ways of forming the comparative de¬ 
gree in English, when it denotes su¬ 
periority ; as, brisker, ox more brisk: 
there is but one in French ; the adv. 
plus is placed before the adjective or 
the adverb, 51.—When, in English, 
the conjunction than follows, it is 
rendered by que, 53.—The same con¬ 
junction follows mains, less, when 
the comparative denotes inferiority. 
In the comparative of equality, the 
word as is expressed by aussi before 
the adjective, the participle, or the 
adverb, and by que after it, 54. 

Compound tenses. — S ee Tenses. 
Concevoir, to conceive.—Irr. v., 
conjugated like devoir. See p. 232. 

Conclure, to conclude.—Irr. v.— 
Present part. Goncluant .—Past part. 
Gonclu. —Indie.mood, present tense: 
Je conclus, tu conclus, il conclut, nous 
concluons , vous -concluez, iU concluent. 
—Imperf. tense, regular.—Past tense 
definite : Je conclus, tu conclus, il con¬ 
clut, nous conclurnes , vous concludes. 


Us couclurent. —Future tense, regular. 
—Conditional mood, regular. Im¬ 
perative mood : Conclus, concluons , 
concluez. —Subjunctive mood, present 
tense, regular. — Subjunctive past: 
Que je conclusse, que tu conclusses , 
quHl conclut, que nous conclusions , 
que vous conclussiez, quHls conclussent. 

Conditional mood. —This mood 
is formed by adding the following 
terminations to that of the infinitive, 
the final e being suppressed in the 
verbs in re: ais, ais, ait, ions , iez, 
aient, 199.—It is to be observed that 
these terminations are the same which 
serve to form the imperfect tense of 
the indicative, by being substituted 
for that of the* infinitive mood.— 
When quand signifies though, al¬ 
though, it is always followed by a 
verb in the conditional mood, 180.— 
When the conj. si corresponds to the 
English word if, and signifies sup¬ 
posing that, the verb that tollows the 
con]unction used in the pres, tense 
of the indicative with the correlative 
verb of the phrase in the future; or 
the conjunction is followed by the 
imperfect tense, with the second verb 
in the conditional mood. But when 
si corresponds to the English conj. 
whether, and expresses doubt, it may 
be followed by the conditional mood, 
or the future tense, according to the 
sense of the sentence, 188. 

Conduire, to conduct.—Irr. v.— 
See p. 152. 

Confire, to preserve.—Irr. v.—• 
Present part. Confisant .— Past part. 
Gonjit .—Indie, mood, present tense : 
Je confis, tu confis, il con jit, nous con- 
jisons, vous confisez, its confident .— 
Imperfect tense : Je confisais, tu confi- 
sais, il conjisait, nous conjisions, vous 
conjisiez, its confisaient .—Past tense 
definite : Je confis, tu confis , il confit, 
nous corf imes, vous cot files, Us confi- 
rent .—Future tense, regular.—Con¬ 
ditional mood, regular.—Imperative 
mood : Confis, confisons, confisez.— 
Subjunct. mood, pres, tense : Que je 
conjise , que tu confises, qu'il confise , 
que nous conjisions, que vous conjisiez, 
(pu’ils confisent .—Subjunct. past, not 
in use. 

Conjugations.— See 86, 87, and 
pp. 55, 62, 70. See, also, Verbs and 
Tenses. 

Conjunctions. — The principal 





INDEX. 


363 


conjunctions are : Ainsi que, a moins 
que, car, comme, done, lorsque, mais, 
ni , or, ow, pourvu que, puree que, 

que, quand, que, quoique, si, sinon, 
suit que , tandis que. Those which 
present any peculiarity will be found 
explained in their respective alpha¬ 
betical place. 

Connaitre, to know.—Irr. v.— 
See p. 291. 

Construire, to construct.—Irr. v., 
conjugated like conduire, 189. 

Contraindre, to constrain.—Irr. 
v., conjugated like craindre, 800. 

Coudre, to sew.—Irr. v.—Present 
part. Cousant .— Past part. Cousu .— 
Indicative mood, present tense: Je 
cowls, tu couds, il coud, nous cousons, 
vous cousez, Us consent. — Imperfect 
tense : Je cousais, tu cousais, il cou- 
sait, nous cousions, vous cousiez, ils 
cousaient .— Past tense definite: Je 
cousis, tu cousis, il cousit, nous cou- 
simes, vous cousites , ils cousirent .— 
Future tense, regular.—Conditional 
mood, regular.—Imperative mood : 
Couds, cousons, cousez .—Subjunctive 
mood, pres, tense : Que je come , que 
tu couses, qu'il come, que nous cousions, 
que vous cousiez, qu’ils consent. —Sub¬ 
junctive past: Que je cousisse, que tu 
cousisses, qu'il cousit, que nous cousis- 
sions, que vous cousissiez, qu'ils cou¬ 
sis sent. 

Couple, couple.—Masc. by excep¬ 
tion, when it signifies two animated 
beings acting in concert, or two per¬ 
sons or animals of different sexes: 
but when couple signifies only two 
things of the same kind, it is femi¬ 
nine, 158. 

Courir, to run.—Irr. v.—See page 
143. 

Courre, to run, to hunt.—Irr. v., 
conjugated like courir. Seldom used, 
except in the language of hunters. 

• Couvrir, to cover.—Irr. v., conju¬ 
gated like ouvrir, 250. 

Craindre, to fear.—Irr. v.—See 
p. 274.—All verbs ending in indre 
are conjugated like craindre. 

Croire, to believe.—Irr. v.—See 
p. 169 . a 

Croitre, to grow.—Irr. v.—Pres, 
part. Croissant. — Past part. Cru .— 
Indicative mood, present tense: Je 
crois, tu evens, il event, nous croissons, 
vcrti* croissez, ils croissent. —Imperfect: 
Je croissuitu croissais, il croissait, 


nous ci'oissions, vous croissiez, ils croi.s- 
saient .—Past tense definite :. Je crus, 
tu crus, il crut, nous crumes, vous 
crutes, ils crurent ,—Future tense, reg¬ 
ular.—Conditional mood, regular.— 
Imperative mood: Crois, croissons, 
croissez .—Subjunctive mood, present 
tense : Que je croisse, que tu croisses, 
qu'il croisse, que nous ci'oissions, que 
vous croissiez, qu'ils croissent. —Sub¬ 
junctive past: Que je crusse , que tu 
crusses, qul il crut , que nous crussions, 
que vous crussiez, qu'ils crassent. 

Cueillir, to gather.—Irr. v.—Pro¬ 
nounced as if spelled (in French), 
keuillir. —Pres. part. Gueillant .—Past 
part. Cueilli.— Indicative mood, pres, 
tense : Je cueille, tu cueilles, il cueille, 
nous cueillons, vo'us cueillez , ils cueil- 
lent. —Imperfect: Je cueilluis, tu cueil- 
lais, il cueillait, nous cueillions, vous 
cueilliez, ils cueillaient. — Past tense 
definite: Je cueillis, tu cueillis, il 
cueillit, nous cueillimes, vous cueillites, 
ils cueillirent. —Fut. tense: Je cueil- 
lerai, tu cueilleras, il cueiilera, nous 
cueillerons, vous cueillerez, ils cueiUe- 
ront .—Conditional mood : Je cueille.- 
rais, tu cueillerais, il cueillerait, nous 
cueillerions, vous cueilleriez, ils cueil¬ 
le raient .—Imperative mood: Cueille, 
cueillons, cueillez. — Subjunct. mood, 
pres, tense: Queje cueille, q ue tu cueil¬ 
les, qu’il cueille , que nous cueillions, 
que vous cueilliez, qu'ils cueillent .— 
Subjunct. past: Que je cueillisse, que 
tu cueillisses, qu'il cueillit, que nous 
cueidissions, que vous cueillisstez, qu'ils 
cueillissent. — Accueillir and recueiUir 
are conjugated like cueillir. 

Cuire, to cook. — Irr. v., conju¬ 
gated like conduire, 189. 

Bame, ladv.—See Madame, or 
327, 328. 

Dans. — Preposition correspond¬ 
ing to in, into, and within, 84. 

De. — Prep. One of the most im¬ 
portant among the French preposi¬ 
tions. Generally corresponds to of 
and from in English ; but, besides, 
is often rendered by to, with, by, on, 
in, or by the sign of the possessive 
case ('sj, 20. — When it precedes a 
word beginning with a vowel or an 
h mute, the' e is suppressed, and an 
apostrophe substituted for it, 18. 

This prep, is required between an 
adv. of quantity and a subst., 155.— 




INDEX. 


364 


Is also used as a determinative, either 
alone or combined with the article le, 
la, les .—The article is suppressed, and 
de alone is employed, when the sub¬ 
stantive is preceded by an adj., 38. 

The prep, de must be repeated be¬ 
fore each substantive, adjective, pro¬ 
noun, or verb which it governs. 

List of verbs which govern the in¬ 
finitive with de, 212 ; with either a 
or de, 214. 

Between a verb and a substantive 
denoting the cause of the state or 
action which this verb expresses, or 
the thing made use of to attain to it, 
the prep, with is very often rendered 
in French by de, 110. 

De must be prefixed to an adjective 
which follows rien, nothing, or an 
indefinite expression, such as quelque 
chose, something, any thing; que, 
what, 182. 

The choice between de and par, 
after a passive verb, is sometimes a 
cause or doubt, even for the French. 
In general, de is preferable between 
a passive verb and the name of the 
agent, when the verb expresses a 
feeling, as cheri, estime ; and par is 
more properly employed when the 
verb expresses an action, as battre, 
punir, 356. 

Decevoir, to deceive.—Irr. v.— 
Conjugated like devoir. See p. 232. 

Dechoir, to decline.—Irr. v.—No 
pres. part.—Past part, dechu. —Indie, 
mood, pres, tense: Je dechois, tu de- 
chois, il dechoit, nous dechoyons, vous 
dechoyez, ils dechoient. —Irnperf. tense 
not in use.—Past tense definite : Je 
dechus, tu dechus, il dechut, nous de- 
chumes, vous dechutes , ils dechurent .— 
Future tense : Je decherrai, tv decher- 
ras, il decherra, nous decherrons, vous 
decherrez, ils deckerront .—Pronounce 
rr as double. — Conditional mood: 
Je decherrais, tu decherrais, il decher- 
rait, nous deckerrions, vous cUcherriez, 
ils decherraient. — Pronounce rr as 
double.—Imperative mood: Dechois, 
dechoyons, dechoyez. — Subjunc. mood, 
present tense : Que je dechoie, que tu 
dechoies, qu'il dechoie, que nous d,e- 
choyions, que vous dechoyiez, qxCils 
dechoient .—Subjunctive past: Que je 
dechusse, que tu drehusses, qidil dechut, 
que nous aechussions, que vous dechus- 
siez, qud ils dechussent .— It is conju¬ 
gated with avoir, when it expresses 


an action : and -with etre, when it ex¬ 
presses a state. 

De crainte que, lest. — Conj., 

followed by the subjunctive mood. 

Deduire, to deduct.—Irr. v., con¬ 
jugated like conduire. See p. 162. 

Defaillir, to faint.—Irr. v., used 
only in the following forms : Present 
part. Defaillant. —Past part. Defailli. 
—Indie! mood, present tense: Nous 
defaillons, vous defaillez, ils defaillent. 
—Imperfect: Je defaillais, tu d'fail- 
lais, il defaillait, nous defailUons, vous 
defailliez, ils defaillaierit. —Past tense 
definite : Je defaillis, tu dcfaillis, il 
defaillit, nous dJfaiUimes, vous defail- 
lites, ils defaillirent. — In the past 
tense indefinite : J'ai defailli , etc., 
and in the infinitive. 

Degrees of comparison.— Are 
not usually formed in French by 
means of a termination, but by placing 
before the adjective or adverb one of 
the following adverbs: Aussi, as; 
plus, more, most; mains, less, least; 
tres, fort, bien, very, 51. 

Demeurer, to dwell. — Conju¬ 
gated with avoir, when the subject 
has ceased to be in a place; with etre, 
when the subject is still in the same 
place or condition. 

Demoiselle, lady. — See Made¬ 
moiselle, 330, 331. 

Demonstrative. — See Adjec¬ 
tives and Pronouns. 

De peur que, lest.—Conjunction 
followed by the subjunctive mood. 

Des.— Art. pi.—Contraction of de 
les, 19. 

Dessous. —Is either an adv. signi¬ 
fying under or below, or a substantive 
signifying under part. It is seldom 
used as a preposition. Au-dessous, 
under, beneath, below, is always an 
adverb, unless it be followed by de, 
in which case it becomes a prep., and 
requires a regimen. The same obser¬ 
vations are applicable to dessus, 340. 

Dessus, on.— See Dessous. 

D^truire, to destroy. — Irr. v.— 
Conjugated like conduire. See p. 162. 

Devant, before.—Prep, denoting 
place, and corresponding to before, 
s,n front of, opposite to, ahead of. It 
is also used as an adverb. Must not 
be confounded with avant, which see. 

Devoir, to owe, ought.—Irr. v.— 
See p. 232. 

The English verb ought, being de- 



INDEX. 


365 


fective, has no form corresponding 
to the past, part du. This deficiency 
gives rise to different constructions, 
which may all be reduced to a single 
one in French: du forming a com¬ 
pound tense with the auxiliary verb 
avoir , and being followed by an in¬ 
finitive, 353. 

Diaeresis. —The diaeresis ("), 
placed over one of two vowels, de¬ 
notes that they are to be separated, 
274. 

Dimension. —In English, the 
usual manner of expressing dimen¬ 
sions is to employ the verb to be , with 
the noun of measure followed by an 
adjective ; as, An eel which was three 
feet long. In French, the verb et)x 
may also be employed, with the adj. 
and the preposition de preceding the 
measure, thus: Une anguille qui 
eta it longue de trois pieds; but the 
construction with the verb avoir is 
more commonly used, thus : Une an¬ 
guille qui a vait trois pieds de longueur. 
The measure immediately follows 
avoir , and precedes de and a sub¬ 
stantive of dimension. When neither 
etre nor avoir is used, an adjective of 
dimension, with de, may precede the 
measure, thus: Une anguille longue 
de trois pieds; or the measure, with 
de before and after it, may precede a 
substantive of dimension, thus : Une 
angudle de trois pieds de longueur , 154. 

Dire, to say.—Irr. v.—See p. 188. 

Redire, to say again, is conjugated 
exactly like dire. 

Gontredire , to contradict; dedire , 
to gainsay \ inter dire, to interdict ', 
medire , to slander; and predire, to 
foretell, are conjugated'like dire, ex¬ 
cept that the second person plural of 
the pres, tense, indicative mood, and 
the same person of the imperative, is 
contredisez , dedisez , inter disez, medisez , 
and predisez, 216. 

Maudire, to curse, is conjugated 
like the regular verbs in ir j but its 
past part, is maudit. 

Dont. —Relative pronoun of both 
genders and numbers. It is used in 
speaking of persons or ot things. ^ It 
has the different significations of de 
qui , de quoi, duquel , de laquelU, des- 
quels, and desquelles: and therefore 
corresponds to the English expres¬ 
sions, whose, of whom, from whom, of 
which, from which. Although these 


pronouns have the same meaning 
as dont , they cannot be used indis¬ 
criminately for it. Dont is generally 
used after ce , rather than de quoi , 203. 

When dont signifies whose , and ac¬ 
cordingly determines the sense of a 
substantive, that substantive must 
always be preceded by the article ; 
and if it is the regimen of a verb, it 
must be placed after the verb, in¬ 
stead of following the pronoun, as it 
does in English, 233. 

If the substantive determined by 
dont is the subject of the verb, ipoc- 
cupies the same place as in English, 
but it is still preceded by the art., 234. 

Dont is never preceded by a prep. 
Accordingly, when whose follows a 
prep., it must be rendered by duquel, 
de laquelle , desquels, or desquelles , 
placed after the substantive in con¬ 
nection with whose , 253. 

When of which is used in the sense 
of whose , and rendered by dont, the 
construction is the same as that 
pointed out by rules 233 and 234, and 
this pronoun must never follow the 
substantive which it determines, 279. 

Dormir, to sleep.—Irr. v. — See 
p. 310. 

Du, of the, from the.—Contraction 
of de le, 19. 

E, final.—When a termination be¬ 
ginning with a vowel is added to a 
word ending in e mute, the e mute 
is suppressed, as in quatrieme , from 
quatre. 

XSchoir, to fall, to become due.—• 
Irr. v.—Present part. Echeant .—Past 
part. Echu .—Indicative mood, pres, 
tense: J'echois , tu. echois, il echoit , nous 
echoyons , vans echoyez, ils echoient .— 
Imperfect, not in use.—Past tense 
definite: tPechus , tu echus , il echut , 
nous echumes , vous echutes , ils echu- 
rent. — Future tense: J'echerrai , tu 
echerras, il echerra , nous echerrons , 
vous echerrez , ils echerront. Pronounce 
rr as double. — Conditional mood: 
Eecherrais , tu echerrais , il echerrait, 
nous echerrions , vous echerriez, ils 
echerraient. Pronounce rr as double. 
—No imperative mood.—Subjunct. 
mood, pres, tense, not in use.—Sub¬ 
junctive past: Que j'echusse, que. tu 
echusses , qu'il ec/rut , que nous echus- 
sions , que vous echussiez , quids echus- 
sent .—Scarcely ever used but in the 






INDEX. 


366 


third persons, singular and plural, in 
the infinitive, and in the participles. 

Eclore, to hatch.—Irr. v.—Used 
only in the infinitive mood ; the past 
part, eclos ; and in the third persons, 
singular and plural, of the following 
tenses : Indicative mood, pres, tense : 
II (clot, ilx eclosent. —Future tense: 
II eclora, its ecloront. — Conditional 
mood: 11 ccldrait, ils ecloraient. —Sub¬ 
junctive mood, present tense : Qu'il 
eclose , qv? its eclment •—and in the com¬ 
pound tenses with etre. 

^Scrire, to write.—Irr. v.—See p. 

I brr? 

EE.—This termination, in sub¬ 
stantives, commonly denotes the 
whole, the sum total of that which is 
expressed by the radical, as in jour- 
nee , a whole day, from jour , day. 
This termination also corresponds in 
many substantives to the English 
termi nation ful, or full, as in bouch.ee, 
mouthful, from bouche, mouth, 148. 

EER.—Termination. Verbs end¬ 
ing in eer retain the acute accent, in 
all tlleir forms. Their past part, ends 
in ee in the masculine, and in eee in 
the,feminine, 283. 

EGER. — Termination. Verbs 
ending in eger retain the acute accent 
in all their forms, 283.—In their con¬ 
jugation, the g is always followed by 
e mute before the vowels a, o, 120. 

Eli..—T ermination. Adjectives 
ending in eil form their feminine by 
doubling the final consonant, and 
adding e mute, 85. 

EL.— Termination. There are 
about ninety adjectives ending in el 
in French, and in al in English, with 
scarcely any other difference than 
the change of a into e, 97.—Adjec¬ 
tives ending in el form their feminine 
by doubling the final consonant, and 
adding e mute, 85. 

ELSE. — Termination. Verbs 
ending in eler , as appeler, to call, 
double the consonant l nefore e mute, 
thus : J'appelle, nous appellerons , 224. 
Are excepted : Geler, to freeze ; peler, 
to peel. In these the l is not doubled, 
but a grave accent modifies the sound 
of the first e . just as a double con¬ 
sonant would do, 225.—The termina¬ 
tion eler must not be confounded with 
eler, 226. 

ELER. —Ten ni nation. Verbs 
ending in eler , as revel■ to reveal, 


change the acute accent (') into a 
grave accent ('), without doubling 
the l before e mute, thus: Je rev'ele, 
226. 

Elision. —When the monosylla¬ 
bles,^, me, te, se, ne, que, ce (pron.), 
le, and de, precede a word beginning 
with a vowel or an h mute, the vowel 
e is suppressed and an apostrophe is 
substituted for it. La loses its vowel 
in the same case, 4.—The elision of 
the i in si takes place only before 
the pron. il and its plural ils, 58. 

Elle.-Pei •sonal pron. correspond¬ 
ing to she, her, and it. It is fern, and 
sing. Elies is fern, and plural, and 
corresponds to they and them, 68.— 
Both are used as subjects referring 
to persons and to things. They are 
also used as regimens, and then refer 
to persons more frequently than to 
things. See pp. 208 and 209. 

Termination. Ad¬ 
verbs of quality are derived from ad¬ 
jectives ending in ent, by changing 
this termination into emment , in which 
the first e has the short acute sound 
of the a in fat. The exceptions to the 
foregoing rule are: Lentement , from 
lent, slow ; presentement, from present, 
present; and veJUmentement, from 
vehement , vehement, 111. 

En. —Relative pron., which some¬ 
times refers to persons, but is more 
frequently applied to things. It is 
invariable, and of both genders and 
numbers. It is generally equivalent 
to de la, de cela, de lui, d'elle, d'eux, 
dalles, and in consequence is ren¬ 
dered in English by thence, of that, 
of him, of her, of it, of them, or from 
that , by that, with that, etc. In speak¬ 
ing of things, it is often substituted 
for the possessive adjectives son, sa, 
ses, leur, leurs, and then it corre¬ 
sponds to its and their. It is some¬ 
times partitive, and signifies some, or 
any , 113.—When its and their refer 
to a thing which is not the subject 
of the proposition, they are rendered 
by en. — En, when it is a pronoun, is 
always placed before the verb, except 
J in the imperative mood, 115.— When 
some, or any, is the direct regimen 
of a verb, it is rendered by en, 114. 

The pron. en, signifying of it, of 
' that, of them, is employed in French, 
with adjectives of number or adverbs 
of quantity, when there is an ante- 



INDEX. 


367 


* 

cedent, in the phrase, 203.—The pro¬ 
noun en is sometimes employed with¬ 
out reference to any thing clearly de¬ 
fined, and is, in fact, a mere exple¬ 
tive. The English expressions, To 
make a night of it, To have the worst 
of it, may serve to explain this re¬ 
dundancy, 308. 

Bn. —Prep. Its sense is the same 
with that of dans , in ; but these two 
prepositions cannot be used indis¬ 
criminately, 84.— En has a vague and 
indefinite "sense, being very seldom 
followed by a definitive.— En is the 
only prep, that immediately precedes 
the pres, participle, 57.—It must be 
repeated before each substantive, ad¬ 
jective, pronoun, or verb which it 
governs.—The prep, by , used in Eng¬ 
lish before the pres. part, to denote 
the means or the manner of doing 
any thing, is rendered in French by 
en, 263. — En remains nasal, even 
when its n coalesces with the initial 
vowel of another word. 

ENOS - [’ermination. Belongs 
to substantives which are the same 
in both languages, 78. 

Encore, yet, still.—The subject 
pronoun may follow the verb, 337. 

Enfant, child.—In the singular it 
is of either gender, according to the 
sex of the child referred to; but in 
the plural it is always masc., 185. 

ENT. — Termination. Common 
to adjectives and substantives, about 
130 of which are the same in both 
languages, 22. 

Termination of the third person 
pi. in every tense, except the future. 
The three letters ent are silent. 

Envoyer, to send.—V. irregular 
only in the future tense and the con¬ 
ditional mood.—Future: J'enverrai , 
tu enverras , il enverra , nous enverrons , 
vous envtrrez. ils enverront. —Condi¬ 
tional : J enverrais, tu enverrais , il 
enverra it, nous enverrions , vous enver- 
rie.z , ils enverraient. —See, also, verbs 
in yiiit, 292. 

ER.-Tei •mination of about five 
thousand French verbs in the infini¬ 
tive mood, 88. 

BRIEUR.—Termination. Ad¬ 
jectives ending in erieur form their 
fem. according to the general rule. 

ESSE. — Termination added to 
about forty adjectives, to form them 
into substantives. It denotes the 


abstract of that which is expressed 
by the radical, 204. 

Est (II).—Is sometimes used with 
the impersonal signification of 11 y a 
(there is, there are), but denotes a 
more general statement, and, besides, 
is less familiar. 

Est-ce que. —Interrogations, in 
French, are often formed by placing 
est-ce que before the subject, followed 
by the verb, as : Est-ce que vous savez? 
Do you know? Est-ce que nous pen- 
sons? Do we think?—This form is 
familiar, 35, 36, 37. 

Et, and.—The t is invariably mute, 
except in et ccetera. After vingt, trente , 
quarante , cinquante , soixante , and 
milk , the numeral adj. un requires 
the conj. et before it. Onze requires 
it only after soixante. In any other 
combination of numbers, the conj. et 
is hot employed, 157. 

ET. —Termination. Adj. ending 
in et form their fem. by doubling the 
final consonant, and adding e mute. 
The exceptions are : Complet , concret , 
discret , inquiet , replet , secret. 

Et6, been.—This participle is in¬ 
variable, 260. 

ETER. —Termination. Verbs 
ending in eter, as jeter, to throw, 
double the consonant t before e mute, 
thus : Jejette , vous jetterons, 224.—A 
few verbs are excepted, 225. In these 
the t is not doubled, but a grave ac¬ 
cent modifies the sound of the first e, 
just as a double consonant would do. 
The termination et.er must not be 
confounded with eter. 

ETER — Termination. Verbs 
ending in eter , as repeter , to repeat, 
change the acute accent ( / ) into a 
grave accent ('), without doubling the 
t before e mute, thus : Je repete , 226. 

Etre, to be.—One of the two aux¬ 
iliaries. It serves to form the passive 
voice, 150. It is also used in the 
compound tenses of certain verbs, 
particularly the pronominal ones, 
129, 146. 

EU. —Termination. Substantives 
ending in eu form their plural with 
x instead of s, 124. 

EUR.—Termination. In abstract 
substantives, denotes a state or a 
quality.—Most of such substantives 
are derived from adjectives, as gran¬ 
deur, from grand ..—Abstract substan¬ 
tives ending in eur are fem. The ex- 




368 


INDEX. 


ceptions nre : Bonhevr, deshonneur, 
honneur, labeur, malheur , 48, 49. 

Adjectives ending in eur have their 
feminine in euse when they can be 
derived from a present participle by 
changing the termination ant into 
eur; as, flattant, jiatteur , from the 
verb flatter , 186. 

sux. —Termination. Found in a 
great number of adjectives, about 200 
of which end in ous in English, with¬ 
out any or with scarcely any other 
difference, 63.—The fem. of these ad¬ 
jectives ends in eu-se, 64. 

]£«ux.—Personal prom, generally 
corresponding to them , and some¬ 
times to they. It is masculine and 
plural, 93. 

SSxcepie, except.—Past part, of 
the v. excepter , employed as a prep., 
and as such precedes the subst. which 
it governs, and is invariable. 

P.—Termination. Adjectives end¬ 
ing in f form their fem. by changing 
this termination into ve, 42. 

Faillir, to fail.—Irr. v.—Present 

f art. Faillant .— Past part. Failli.— 
ndic. mood, present tense: Je faux, 
tu faux , il faut , nous faillons , vous 
faillez, ils faillent. Scarcely ever 
used.—Imperfect tense : Je faillais , 
tu faillais. il faillait, nous fuillions , 
vous failliez , ils faillaient. Scarcely 
ever used.—Past tense definite : Je 
faillis, tu faillis , il faillit. nous fail- 
limes, vous faillites , ils faillirent .— 
The other simple tenses are not in 
use. 

Faire, to do, to make.—Irr. v.— 
See p. 79.—Many persons pronounce 
the vowels ai like the e in father, in 
faisant, faisons, and in the whole of 
the imperfect tense. 

Faire is commonly employed in 
phrases which denote that distance 
or space is gone over; as, Faire un 
pas , to take a step, etc., 169. 

Faire corresponds to the verb to 
be, when employed impersonally in 
speaking of the weather; as, Il fait 
froid, it is cold, 366. 

Faire, followed by an infinitive, 
often signifies, To cause something 
to be done, To order it to be done, 
To have, or to get it done, 326. 

When faire is followed bv an in¬ 
finitive, it requires an indirect regi¬ 
men if the infinitive has a direct one. 


* 

The regimen of faire would be di¬ 
rect, if the following infinitive had 
no such regimen. The reason of this 
is, that the verb faire so identifies 
itself with the next verb, that both 
together are considered as one verb, 
which is always active. Now, an ac¬ 
tive verb cannot have more than one 
direct regimen ; so that if there are 
two regimens, one of them must of 
course be indirect. This explains the 
sentence, Comment dona l,vi faire en¬ 
tendre raison ? How shall I make him 
hear reason ?—See Third Lesson. 

Falloir, must.—V. irr., used only 
in the third person sing.—No pres, 
part. — Past part. Fallu. — Indicative 
mood, pres, tense: Il faut. —Imper¬ 
fect tense: Il fallait. — Past tense 
definite: 11 fallut. —Future tense: 11 
faudra. —Conditional mood: 11 fau- 
drait. —No imperative mood.—Sub- 
junc.t. mood, pres, tense - : Qu'il faille. 
—Subjunct. past: Qu'ilfalliit. 

This verb, being impersonal, is 
generally followed by the subjunct. 
mood. However, in phrases in which 
the subject is undefined, and may be 
anybody, the verb that follows falloir 
may be employed in the infinitive 
mood, or in the subjunctive, with 
the indefinite pron. on as a subject. 

Feindre, to feign.—Irr. v., conju¬ 
gated like craindre, 300. 

Feminine.—See Genders. 

Feu, late.—The adjective feu, de¬ 
ceased, defunct, late, varies in gender 
only, not in number, when preceded 
by the article or a possessive adjec¬ 
tive. Otherwise it is invariable. It 
never follows the substantive, and is 
seldom used in colloquial language. 

Timm. — Tern ) ination. Corre¬ 
sponds to the English termination 
fy, as in justifier, to justify, 277. 

Fleurir, to bloom.—This verb is 
regular in the sense of to bloom ; but 
in the sense of to be flourishing, the 
third person singular of the imper¬ 
fect is florissait, and the pres, part., 
florissant. 

Fort.—As an adjective, signifies 
strong. As an adverb, is often user 
in the sense of very , as a synonym 
of tres and bien , 61. 

2*ou, mad.—Formerly /^, which 
is still used before a substantive be¬ 
ginning witii a vowel or an h mute. 
The fem. o i fou and fol is folle. 




INDEX. 


369 


Frire. to fry.—Y. irr. and defec¬ 
tive.— No present part. — Past part. 
Frit. —Indie, mood, present tense, in 
the singular only: Je frift, tu fris, il 
frit. —No imperfect tense.—No past 
tense definite.—Fut. tense, regular.— 
Conditional mood, regular.—Impera¬ 
tive mood, in the second person sin¬ 
gular only: Fris. — No subjunctive 
mood—The forms which are want¬ 
ing are supplied by means of faire 
before frire, thus : Notts faisons frire, 
•we fry, etc. 

Fuir, to flee.—Irr. v.—Pres. part. 
Fuyant .— Past part. Fui.— Indicative 
mood, pres, tense : Je fuis, tu fuis, 
il fvit, nous fuyons, vous fuyez, Us 
fuient. — Imperfect tense : Je f uyais , 
tu fuyais, ilfuyait, nousfuyions, vous 
fuyiez , Usfuyaient .— Past tense defi¬ 
nite, regular.—Future tense, regular. 
—Conditional mood, regular.—Im¬ 
perative mood : Fuis, fuyons, fuyez. 
— Subjunct. mood. pres, tense : Que 
je fuie, que tu fuies, qu'il fuie, que 
nous fuy ions, que vous fuyiez , qu'ils 
fuient.— -Subjunct. past, regular. 

Future tense. —Tliis tense is 
formed by adding the following ter¬ 
minations to that of the infinitive 
mood, the final e being suppressed 
in the verbs in re: ai, as, a, ons, ez, 
ont, 199, 200. 

G-enders. — There are two gen¬ 
ders : the masculine and the femi¬ 
nine. All the substantives in the 
French language are either masc. or 
fem. There is no neuter gender, 2.— 
The gender of substantives is deter¬ 
mined either by the sex or by the 
termination.—All the names of males 
are masculine, whatever may be their 
termination, and all the names of 
females are feminine. 

Substantives ending in any.other 
termination than e mute are gener¬ 
ally masculine. Substantives ending 
in 'e mute are generally fem., 3. 

Those parts of speech which, with¬ 
out being substantives, are accident¬ 
ally used as such, are masculine, 183. 

All the names of simple bodies or 
chemical elements, and salts, are 
masculine, 815, 316.—Those which 
end m e mute, and which accord¬ 
ingly form exceptions to the general 
rule', are: Oxygene, hydrogene, azote 
or nitrogene, soufre, tellure, chlore, 
16* 


brome, iode, phosphors, carbons , bore , 
lantane, didyme, manganese , chrome, 
tungstens, molybdene, cuivre, mercure, 
ti.tane, tantale, antimoine , platine .— 
To these must be added the generic 
words, mettilkn.de and oxyde. 

Abstract substantives ending in 
eur are feminine, 48.—The following 
are masc. by exception: Bonheur, 
malheur, honneur, deshonneur, labeur. 

Substantives ending in ion are 
feminine, 26. Bastion is the only ex¬ 
ception. 

Substantives ending in te are femi¬ 
nine, 106.—The following are masc. 
by exception : Aparte, arrete, benedi- 
cite , comite, comte, cote , depute , ete, 
jete, pate, precipite, traite. 

Substantives denoting titles, quali¬ 
ties, or professions which may be¬ 
long to either sex, often produce fem¬ 
inine derivatives, by means of the 
same terminations that adjectives 
take to form their feminine, 329. 

For the genders of adjectives, See 
Adjectives. 

Gens, people. — This substantive 
is masculine, but, by an arbitrary 
exception, the adj. which precedes it 
takes the feminine form, when its 
termination is not e mute. And if 
this adjective is itself preceded by a 
definitive, as un, tout, or certain, the 
definitive also takes the feminine 
form.—The adjective takes the femi¬ 
nine gender only when it precedes 
qens, and never when it follows it.— 
When the adjective placed immedi¬ 
ately before gens ends in e mute, and 
therefore presents no difference be¬ 
tween the masculine and the femi¬ 
nine gender, the definitive which 
precedes it remains masculine, 266. 

GSH.-1 Cermination. In the con¬ 
jugation of verbs ending in ger, the 
g is always followed by e mute be¬ 
fore the vowels a, o, 120. 

Gesir, to lie. — V. irr. and defec¬ 
tive. The infinitive is obsolete.— 
Pres. part. Gisant— No past part.— 
Indicative mood. pres, tense : Il git, 
nous gisons, vous gisez, ils gisent .—- 
Imperfect tense: Je gisuis, tu gisasp, 
il gisa.it, nous gisious, vous gisiez, Us 
gisaie.nt. The other tenses and moods 
are out of use. 

—The principal words in which 
the initial h is aspirate, are • 




870 


INDEX. 


Hache, 
Hale, 
Haine, 

11 dir, 
Halle , 
Halte , 
Hameau, 
Hanche, 
Ilanter , 
Harangue, 
Harasser, 
Hard!, 


Hireng , 
Haricot , 
Harnais, 
Harpe, 
Harpie, 
Hazard, 
Hater, 
Haut, 
Hauteur, 
Havre, 
Heraut, 
Her os, 


Hetre , 
Heurter , 
Hibou , 
Hideux, 
Hollande, 
Hnnte, 
Horde, 
Hotte, 
Houlette, 
Huguenot, 
Huit, 
Hussar d. 


Hair, to hate. — Irr. v.—The ir¬ 
regularity of this verb consists :—in 
suppressing the diaeresis in the three 
persons singular of the pres, tense, 
indicative mood, and pronouncing 
the verb in one syllable : Je hais , 
hais, il halt; —in suppressing it also 
in the second person singular of the 
imperative mood, Hais; —in substi¬ 
tuting the diaeresis for the circumflex 
accent in the first and second persons 
plural of the past tense definite, i\W« 
hdimes, vous hdites; and in the third 
person singular of the past tense of 
the subjunctive mood, bait. _ 

H fiiire. hour. — The distinction 
made in English between she hours 
and site o' 1 clock has no equivalent in 
French; the word being used 

indifferently to express an interval 
of sixty minutes, or that moment of 
time which the clock indicates. In 
consequence, we render, “ What o'¬ 
clock is it ?" by “ Quelle heure est-il?’’ 
and u It is six o'clock," by “ II est six 
hetires," 147.—In speaking of time, 
as measured by the clock, the num¬ 
ber of hours is mentioned first, and 
followed by the fraction denoting the 
portion of time which precedes or 
follows the full number, thus : Quatre 
heures cinq minutes, five minutes past 
four; quatre heures un quart , a quar¬ 
ter past four; cinq heures mains un 
quart, a quarter to five; cinq heures 
moins elix minutes , ten minutes to 
five. The last examples show that 
the portion of time wanting to make 
up the full number is preceded by 
moins , less. 

H yphen.—Serves to connect the 
verb and the subject pronoun in in¬ 
terrogative phrases, 37 ;—the radicals 
forming a compound word;—the ad¬ 
verb tres and the word that follows 
it, ,11 ; two numbers, when the lat¬ 


ter does not exceed nineteen.—It ( s 
also used in quatre-vingts , 149; and 
in words combined to form an idio¬ 
matic locution, as, e'est-a-dire —The 
adv. cl and la are also joined to the 
preceding word by a hyphen, 102. 

IBhE. —This termination, like 
able, denotes aptness or fitness. It 
serves to form adjectives, about half 
of which are the same in both lan¬ 
guages, 278. 

IC23.—A number of words ending 
with this termination are alike in 
both languages. 

I3DE — Termination common to 
adjectives, about fifty of which end 
in id in English. 

IS.—The termination ie is com¬ 
mon to substantives, about four hun¬ 
dred of which end in English in y, 
with scarcely any other difference of 
spelling. 91. 

IHKIE.—Termination added to 
the cardinal numbers, to form the 
ordinal numbers, 345. 

XEltf.—Adjectives ending in ien 
form their fern, by doubling the final 
consonant, and adding e mute, 85.- 

II 1 . — Termination of adjectives 
ending for the most part in ive in 
English, without any other differ¬ 
ence, 23.—The feminine of these ad¬ 
jectives ends in ive, 42. 

XX,, XEE.—Termination. In ad¬ 
jectives, denotes what is, endowed 
with the quality, the property, or 
the faculty expressed by the radical. 
Some of these adjectives are the same 
in both languages, as civil, docile. — 
The final l is quiescent in the follow¬ 
ing substantives in il: Baril, chenil, 
coutil, fournil, fusil, gril, nombril, 
outil , persil, soul, sourcil / and in the 
adjective gentil. 

IX, he.—Personal pronoun, corre¬ 
sponding to he and it. It is mascu¬ 
line and singular, and is always a 
subject, 45.—Its plural is its, corre¬ 
sponding to they, and, like the singu¬ 
lar, always masculine, and used as a 
subject. See pp. 208, 209. 

li y a, there is, k ere are.—S*e 
y a voin. 

Imperative mood.- "'his mood 
in French verbs has no first person 
singular, and no third person, either 
sing, or plural. The English forms, 
let me* answer, Led him wait. Let them 





INDKX. 


371 


follow, are rendered in French by the 
subjunctive, thus: Que je reponde, 
qu’il attends, qu'ils suivent. —Tne im¬ 
perative mood is generally like the 
indicative present, leaving out the 
pronouns, 220, 221.—This mood, in 
French, having no special form for 
the first person sing., the deficiency 
is sometimes supplied by means of 
the first person plural, 289.—In this 
mood, the personal pronoun, which 
is the regimen of the verb, is placed 
after it, when the phrase is not nega¬ 
tive. But when the phrase is nega¬ 
tive, the pron. precedes the verb, 241. 

Imperfect tensfe.—The termi¬ 
nations of this tense are : ais, ais , ait , 
ions , iez , aient , substituted for those 
of the infinitive in verbs in er and in 
re, 196, 197. —In verbs in ir , the above 
terminations are added to the invari¬ 
able syllable iss, substituted for ir, 
thus : issais , issais, issait, issions, 
issiez, issaient, 94. —The first and sec¬ 
ond persons singular of this tense 
present no difference between them. 
The first and second persons plural 
of this tense are similar to the same 
persons of the present tense, subjunc¬ 
tive mood. A consequence of this 
rule is, that in the verbs ending in 
ier, the letter i must be doubled in 
the first and second persons plural; 
and that, in the verbs ending in yer, 
the y must be followed by i in the 
same persons. 

The imperfect tense represents an 
action or a state as already begun or 
existing, and going on or continuing, 
without expressing when it ceased, 
or whether it did cease. It must be 
used to render the English verb in 
the present part, with the auxiliary 
verb to be, 81.—It must also be used 
to express an habitual action ; as, 
She used to answer, she would an¬ 
swer, EUe repondait, 257.—When the 
conj. si corresponds to the English 
word if, and signifies supposing that, 
the verb that follows the conjunction 
is used in the present tense ot the 
indicative with the correlative verb 
of the phrase in the future; or the 
conjunction is followed by the imper¬ 
fect tense, with the second verb in 
the conditional mood. But when si 
corresponds to the English conj. 
whether, and expresses doubt, it may 
be followed by the conditional mood 


or the future tense, according to the 
sense, 188. 

Indicative mood.— The simple 
tenses of this mood are : the present, 
the imperfect, the past tense defi¬ 
nite, and the future. The compound 
tenses, usually corresponding to the 
same tenses in English, require no 
particular notice, except the past tense 
indefinite, which see.—When a sub¬ 
joined phrase is connected with the 
principal one by a relative pronoun, 
as q r ui, que , dont, ou, and denotes 
something doubtful or uncertain, the 
subjunctive mood is properly em¬ 
ployed ; but if the subjoined phrase 
admits of no doubt, the indicative 
mood must be employed, 294. 

INDHE. —Termination. All the 
verbs ending in indre undergo a 
change of the letters net into gn: —in 
the three persons plural of the pres, 
tense, indicative mood;—throughout 
the imperfect tense ;—throughout the 
past tense definite ;—in the first and 
second persons plural of the impera¬ 
tive mood ;—throughout the subjunc¬ 
tive mood, present and past;—and in 
the pres, participle.-.-They form their 
past part, by changing dre into t.— 
The three persons sing, of the pres, 
tense, indicative mood, end in ins, 
ins, int. — See the verb Craindre, 
given in this Index as a. model, and 
800, 301. 

Infinitive mood.— The infinitive 
mood of all the French verbs ends 
in er, ir, or re, 86.—The verbs in er 
are by far the most numerous, 88.—■ 
The verbs in ir differ from those in 
er in their forms of conjugation, 94. 
Those in re have some of their tenses 
formed in conformity with the first, 
and some with the second class; so 
that there are, indeed, but two forms 
of conjugation, 102. 

After comment, que, ou, pourquoi, 
and a few more words used like these 
in interrogations, the infinitive mood 
is often substituted for the indicative, 
when it can be done without render¬ 
ing the sense obscure.—Ex. Comment 
done hoi faire entendre raison —liter¬ 
ally, How make him hear reason.— 
See Third Lesson. 

The French prepositions govern 
the infinitive mood. En, in, is the 
only one that governs the present 
participle, 57. 




372 


INDEX. 


List of verbs which govern the in¬ 
finitive without a prep., 213.—List 
of verbs which govern the infinitive 
with the prep, a, 211.—List of verbs 
which govern the infinitive with the 
prep. de, 212.—List of verbs which 
govern the infinitive with either a 
or de, 214. 

The infinitive, preceded by the 
prep, d, sometimes corresponds to 
the English pres, part., denoting an 
action as taking place, or continuing. 
Ex. 11 etait d regarder, he was look¬ 
ing.—See Ninth Lesson. 

The passive form used in English, 
to express that something is to be 
done or undergone, is rendered in 
French by the infinitive preceded by 
the prep, a, thus: He is to be pitied, 
11 est a plaindre, 181. 

The infinitive mood of verbs is 
sometimes used substantively. In 
this case it is determined by the ar¬ 
ticle, or by some other determinative 
word, 192. 

Two verbs in the infinitive mood 
are often placed in succession, the 
second being the regimen of the first. 

Enstruire, to instruct.—Irr. v.— 
Conjugated like conduire , 189. 

Interrogation. —The interroga¬ 
tive construction, when the svibject 
is a pronoun, is formed by placing 
the subject after the verb, and con¬ 
necting them by a hyphen, A eu¬ 
phonic t is introduced between the 
verb and pronoun when the verb in 
the third person singular ends with 
a vowel. When the construction is 
at once interrogative and negative, 
and the subject a pronoun, the words 
are placed in the following order: 
the negative ne , the verb, the pro¬ 
noun, the second part of the negative 
(pas, jamais , etc.), 36.—When the 
subject is a substantive, in interrog¬ 
ative phrases, it is generally placed 
before the verb, and repeated after 
it in the form of a pron., 37.—Inter¬ 
rogations are often formed by placing 
est-ce que before the subject, followed 
by the verb. This form is more fa¬ 
miliar than the preceding, 35.—The 
interrogative form annexed to a prop¬ 
osition, in order to know whether it 
is assented to, varies in English ac¬ 
cording to the tense and person of 
the verb, and may be expressed in 
as many ways as there are different 


signs or auxiliary verbs. In French, 
this form is invariably N'est-ce pas ? 
170. 

Introduire, to introduce.—lrr. v. 

—Conjugated like conduire, 189. 

EON.'—' Termination of numerous 
substantives, about eleven hundred 
of which are the same in both lan¬ 
guages. Substantives ending in ion 
are feminine, 26. 

2QUB.—Termination common to 
a great number of words, some of 
which are substantives, but the great¬ 
er part adjectives. Most of these 
words are nearly the same in both 
languages, and differ only by the ter¬ 
mination, which, in English, is ic for 
the substantives, and ic or ical for 
the adjectives, 92. — The names of 
sciences which have in English the 
plural termination ics , end in French 
in ique , and are employed in the sin¬ 
gular. There is one exception, viz., 
les mathematiques. 

m —o ie of the three termina¬ 
tions of the infinitive mood of French 
verbs, 86.—A great portion of the 
verbs in ir come from adjectives ; as, 
appauvrir , from pauxre. Others, ot 
a different formation, end in English 
in ish, as perir, to perish. 

XSSBI&.—Termination common to 
verbs, about eighty of which ternv- 
nate in English in ize or ise, without 
any other difference in their spelling. 

ISS.— This syllable, incorporated 
into the terminations of several tenses 
and persons, characterizes the conju¬ 
gation of the verbs in ir, and forms 
the principal difference between these 
verbs and those in er, 94. 

ESTB.—Termination common to 
many words which are the same in 
both languages, .except that the e 
mute, used in French, is suppressed 
in English. This termination gener¬ 
ally denotes a member of a sect or 
of a corporation, whether literary, 
religious, or political: or one given 
to some intellectual or mechanical 
occupation, expressed by the radical. 
Most of the words of this termination 
are given in the Dictionnaire de VAca¬ 
demic as masculine, being used espe- 
: eially to designate men; but they 
may be applied to women. 

Jamais, never.—It is generally 
I negative,and consequently most often 



INDEX. 


373 


preceded or followed by ne. But 
sometimes, when used without ne, 
it becomes affirmative, and corre¬ 
sponds to ever. 

Je, I.—Personal pronoun of the 
first person sing., and of both gen¬ 
ders. It is always a subject, and 
generally placed before the verb.— 
When the verb begins with a vowel, 
the elision of the e takes place, 4.— 
It is often improper, in interrogative 
phrases, to place the pronoun ye after 
the verb, particularly when this verb 
has but one syllable, or when its ter¬ 
mination combined with je would 
otfend a delicate ear. For instance, 
a correct speaker would not say, 
I)ors-je , mords-je, agis-je. This is 
avoided by changing the construc¬ 
tion, thus: Est- ce que je dors, Est-ce 
que je mords, etc. The following com¬ 
binations, however, are authorized: 
Suix-je, ai-je, fais-je, dis-je , dois-je, 
sais-je, vais-je. — In interrogative 
phrases, and others in which the 
pronoun je follows a verb ending 
in e mute, this e takes the ifcute ac¬ 
cent before je. —Ex. Parle-je ? do I 
speak ? 809. 

Joindre, to join.—Irr. v.—Conju¬ 
gated like craindre , 300, 301. 

Jusque, till.—Does not refermere- 
ly to time, as till or until in English, 
but denotes distance, and often cor¬ 
responds to as far as, to, unto, wp to, 
doivn to, and even. The final e of 
jusque is cut off before the words a, 
au, aux, and id. 

K. —This letter very seldom occurs 
in French words. 

La, the, her, it.—Fem. of the art. 
le ; fem. of the pron. le. —The elision 
of the vowel a takes place before a 
word beginning with a vowel or an 
h mute, 4. See also p. 10, line 12. 

La, there.—Adverb of place, dis¬ 
tinguished from the article la, the, 
and from the*pronoun la, her, by the 
grave accent over the a, but without 
making any difference in the pronun¬ 
ciation .—La is sometimes added to 
substantives which come after the 
demonstrative adjectives ce, cet, cette, 
and ces, as an expletive denoting re¬ 
moteness, in opposition to ci, which 
marks nearness. It is joined to the 
preceding word by a hyphen, 162.— 


It is likewise added to the demon¬ 
strative pron. celui, celle, ceux, celles, 
thus: Gelui-la , that one, etc., 163. 

Le, the.—Article.—Varies in gen¬ 
der and number. Le is masc. and 
sing. La is fem. and sing. Les is 
plural, and of both genders, 1.—The 
final vowel of le and la is suppressed, 
and an apostrophe substituted for it, 
before words beginning with a vowel 
or an h mute, 4. See also page 10, 
line 12. 

Le, him, it.—Personal pron. Its 
fem. is la, her or it; the plural of both 
genders is les, them. —Le is always a 
direct regimen, and, except in the 
imperative mood, always placed be¬ 
fore the verb, 240, 241, 244, 245. 

The pron. le may represent either 
a substantive, an adjective, a verb, 
or a preposition. In the first case 
only it is variable, and takes the gen¬ 
der and number of the substantive 
which it represents : it then becomes 
la in the fem. and les in the plural of 
both genders. In the other cases, 
and particularly when it represents 
an adjective, or even a substantive 
used adjectively, it is invariable, 95. 

In inversive phrases, in which the 
regimen precedes the verb, this regi¬ 
men must be repeated in the form of 
a pronoun, which is generally le, la, 
or les, according to the sense, 195. 

When several objective pronouns 
recede a verb, le, la, les are placed 
efore lui and leur, and after me, te, 
se, nous, and vous, 235. 

In comparative phrases constructed 
with aussi, autant, plus, moins, and 
other similar adverbs, the verb which 
follows que must be preceded by the 
pronoun le, 108, 272. 

Le leur, theirs. Lear, their, a 
possessive adjective, becomes a pos¬ 
sessive pronoun when preceded by 
the article. Le leur is masc. and sing. 
La leur, fem. and sing. Les leurs, pi. 
of both genders. These three forms 
correspond to theirs, 228, 267, 263. 

Le mien, mine.—Is the posses¬ 
sive pronoun of the first person sing., 
corresponding to the possessive adj. 
mon. The sing. fem. is la mienne ; 
the plural masc. les miens ; and the 
pi. fem. les miennes. All these forms 
correspond to mine, 228, 280, 268. 

Le notre, ours.—Possessive pro¬ 
noun of the first person plural. The 




INDEX. 


sing. fern, is la nitre ; the plural of 
both srenders, less notres. These three 
forms correspond to ours , 127, 268. 

Lequel. —Relative pronoun, cor¬ 
responding to which. It is mase. and 
sing. Sing. fern. laqueVs ; pb mase. 
lesquels : pi. fem. lesqueUes , 75, 76.— 
Lequel. Viquelle, etc., are seldom used 
as subjects or as direct regimens, un¬ 
less they become necessary to avoid 
ambiguity. The subject is generally 
represented by qui, and the direct 
regimen by que. 

Les. the, them.—PI. of the article 
le. la. PI. of the pron. fo, la, 11. 

Le sien. his, hers.— Possessive 
pron. of the third person sing. The 
sing. fem. is la sienne ; pi. mase. les 
siens ; pi. fem. les siennss. Each of 
these forms corresponds to the Eng¬ 
lish words his, hers, its, and one's, 60, 
228, 268. 

Les uns les autres. each other. 
—The idea of a reciprocal or mutual 
action is rendered in Freneh by means 
of two pronouns of the same person : 
nous nous , nous vous, ils se, or eUes se, 
placed before the verb. This form 
being likewise employed with reflec¬ 
tive verbs, ambiguity is avoided by 
the addition of the pronouns Vun 
l'autre, les uns les autres , when the 
action is reciprocal, 178. The pron. 
les uns les autres is used when the ac¬ 
tion is reciprocal between more than 
two individuals. When there are 
only two subjects and objects, Vun 
Vautre is employed. 

Le tien. thine.—Possessive pron. 
of the second person sinar. The sing, 
fem. is la tienne; the plural mase. les 
tie ns ; and the plural fem. les tiennes. 
All these forms correspond to thine, 
227. 228, 268. 

Leur. their.—Possessive adj. that 
varies in number, but not in gender. 
PI. leurs. Both leur and leurs corre¬ 
spond to their, 67. With the article 
before it, this word becomes a pos¬ 
sessive pronoun. See Le leer. 

Leur. to them. — Leur , when a 
personal pronoun, is of both genders, 
and signifies a eitx. a elles , to them. 
It is chiefly used in speaking of per¬ 
sons, and always accompanies a verb, 
whereas the possessive adjective four, 
leurs, precedes a substantive. It never 
takes an •?, 136, 137, 138, 139. 

Le votre, yours.—Possess, pron. 


of the second person pi. The sing, 
fem. is la votre : and the pi. of both 
genders, les votres. These three forms 
correspond to yours, 131, 135, 263. 

Lire, to read.—Irr. v.—Pres. part. 
Lisant. — Past part. Lu. — Indicative 
mood, present tense: *Te lis, tu lis, 
il lit. nous lisons, vats lisez, %ls It sent. 
—Imperfect tense: Je Hsais, tu lisais , 
il lisait, nous Visions, vous lisfoz. ils 
lisaient .—Past tense definite : Je lus , 
tu lus, il lot. nous lumes, vous lutes , 
ils lurent. — Future tense, regular.— 
Conditional mood, regular.—Impera¬ 
tive mood : Lis, lisons, lisez. —Sub- 
junct. mood, pres, tense : Que je Use, 
que tu Uses, qn'il Use, que nous lisions , 
que vous lisiez, qu'ils lisent. — Sub¬ 
junctive past: Que je lu*se , que tu 
busses, qu'il Hit, que nous lussions , que 
vous lussiez. qu'ils lus sent. 

LL.—These letters, preceded bv 
i (not initial), produce the sound of 
li in billiards , or y in ye. and the pre¬ 
ceding i is generally silent when it 
follows another vowel. Thus, the 
word meWeur is pronounced as if 
written inefoyur or meh-yur. — The 
first of these two manners of pro¬ 
nouncing U is emphatic, and may 
even seem pedantic, if too frequently 
repeated. The second is colloquial, 
and more generally heard. 

Lorsque, when.—Has the same 
meaning as quami, when (although), 
but cannot be used in interrogations. 
The elision of its final vowel takes 
place before il, elfo , on, un, une. 

Lui.—Personal pron. correspond¬ 
ing to he. him, sometimes to it. It is 
particularly used as an indirect regi¬ 
men, and signifies either to him or 
to her. In this ease it refers to per¬ 
sons only, 130.— Lu>, when a subject, 
is employed when the verb is under¬ 
stood, 79 .—Lui never refers tn a fem. 
snbst. but when it is an indirect regi¬ 
men. 237.—When several objective 
pronouns precede a verb, le, la, les 
are placed before lui , 236. 

Luire. to shine. — Irr. v. — Pres, 
part. Lvisant .—Past part. Lui. —In¬ 
dicative mood, pres, tense: Je lu>s, 
tu luis, illuit. nousluisons, i<>vs laisez, 
ids luisent. —Imperf. tense: Jeluisais, 
tu luisais. il luistit, nous lui-ions, vous 
luisiez, ifo luisa font .—No past tense 
definite.—Fut. tense, regular.— Con¬ 
ditional mood, regular.—No impera- 





INDEX. 


375 


tive mood. — Snbjnnct. mood, pres, 
tense : Queje luise . que tu Ivises. qu'il 
luise, que nous Iv-sums, que tous lui- 
siez. qu ite luteent. — No subjunctive 
pa.'t. 

Li'un l’autre. — See Les u.\s les 

AtTRES. 

et Pautre. — Must not be 
confounded with Pun Vautre. The 
subst. which follows Pun et Pautre 
is used in the singular. 

Ma. my. — Fern, of mon , 66. — Be¬ 
fore a fem. substantive or adjective 
beginning with a vowel or an h mute, 
num is substituted for ma, in order 
to avoid the hiatus, 229. 

Madame. — Formed of ma, my, 
and name, lady. Corresponds to Mrs. 
and to Lady . before a proper name; 
and to Madam or My lady, in address¬ 
ing a woman. The pi. is mesdames. 
o'M . — Though the possessive adjec¬ 
tive is inseparable in monsieur and 
messieurs, it is not so in rnadame and 
mes-lames ; accordingly. A lady. some 
ladies, should be rendered by Une 
dame , des dame*. 328. — Titles are 
preceded by Madame, with the arti¬ 
cle, in emphatic or ceremonious lan¬ 
guage : as. Madame la baronne. The 
possessive adjective before names of 
kindred is oreceded by the same epi¬ 
thet : as. Madame votre mere , 323. 

Mademoiselle. — Formed of ma, 
my. and demoiselle, young lady. Cor¬ 
responds to Mis. before a proper 
name : and to Miss or Madam, in 
addressing a girl or an unmarried 
w- -man. The pi. is mesdemoiseHes, 330. 
\V thont the possessive adjective, de- 
mo- sell* signifies girl. young lady {a n- 
married , single woman, spinster. 331. 
Titles are preceded by Mademoiselle , 
with the article, in emphatic or cere¬ 
monious language. The possessive 
adjective before names of kindred is 
preceded by the same epithet. 323. 

Masculine.— See Genders. 

Maudire. to curse. — Irr. v. — Pres, 
part. Maudtesant . — Past part. Maudit. 
— Indicative mood, preseut tense: Je 
mavdis , tu mauds, il maudit , nous 
mar lie* :ov* maudisSez. tls tnau- 
dissent. —Imperfect tense: Je m-iudis- 
s-ite. tu maudi-'>as. il mauds*ad. nous 
ma- ' t ;udissiez. Us mau- 

dtssiien'. — Past tense definite: Je 
rnaudte, tu mi ad is, d maudit , nous 


i r 


maudimet. tons maudites. ite maudi- 
rent . — Future tense, regular. — Con¬ 
ditional mood, regular.—Imperative 
mood : Maudis, mavdissons, maudis- 
sez. — Subjunctive mood, pres, tense : 
Que je maudisse, que tu maudisses, 
qu'il maudisse, que nous maudissions, 
que xous rnaudssiez, qu'ils maudis¬ 
sent. — Subjunctive past : Queje m-iu- 
disse. que tu maudisses , qu'il maudit, 
que nous maudissions, que to us mau- 
dissiez, qu ite maudisseni. 

Me, me. — Personal pron. of the 
first person sing., and of both gen¬ 
ders. Is never used as a subject. Is 
sometimes a direct and sometimes 
an indirect regimen, corresponding 
to me, to me. myself, to myself. It 
always precedes the verb, afid can¬ 
not, like moi, be governed by a prep¬ 
osition, 179. — The elision of e takes 
place before a word beginning with a 
vowel or an h mute, 4. — In the im¬ 
perative mood, moi is used instead 
of me after the verb, when the phrase 
is not negative, 241. — There is an ex¬ 
ception to this rule, when the word 
en follows, in which case there is a 
contraction, thus : Donn^m'en. Give 
me some. But when tne phrase is 
negative, me. instead of moi, is placed 
before the verb. 

Meilleur. better, best. — This adj. 
expres.-cs comparison by itself. 51. 

Meme. — Adjective correspond¬ 
ing to same. self, very, or self-same, 
very same. Combined with the per¬ 
sonal prononns. as a sign of identity, 
it corresponds to self; bat it does not 
follow the possessive adjectives as 
self does in English, Meme is also 
an adverb, meaning even. In this 
sense it is invariable. The English 
word very, when it precedes a sub¬ 
stantive. is generally rendered by 
meme. placed after the subst.. 333. 

WENT. — Termination. A con¬ 
siderable number of adverbs of qual¬ 
ity are formed from adjectives, by 
the addition of the termination m-r,t. 
which corresponds to the English 
termination ly, 13. — This termination 
ment is added to the feminine torm, 
unless the adj. ends w ith a vowel. — 
When tne adjective ends in mt. the 
adverb is formed by changing this 
termination into eminent ; and when 
the adjective end" in ant. the adverb 
U formed bv changing thi> tenuina- 





376 


INDEX. 


tion into amment. In eminent, tlie 
first e lias the sound of a (French a ); 
so that both these terminations, em- 
ment and amment, are pronounced 
exactly alike, 111, 

Mentir, to lie.—Irr. v.—Conju¬ 
gated like sentir .—See p. 240. 

Mettre, to put.—Irr. v.—See p. 
21*5. 

Mi, half.—Inseparable particle, 
denoting the division of a thing into 
two equal parts. It is joined to the 
principal word by a hyphen, except 
in midi , mid-day, and minuit , mid¬ 
night. It is invariable, 342. 

Mien, mine.—See Le mien. 

Mieux, better, best.—Should not 
be confounded with the adj. meilleur. 

Mil, thousand.—Stands for mille , 
but is used only in dates. The l has 
its regular sound. 

Moi.—Personal pron. of the first 
person sing., of both genders. It is 
commonly used as a regimen, either 
direct or indirect, and corresponds to 
the English pron. me or to me. Some¬ 
times it is a subject, and signifies /, 
179, 241.—Of the three pronouns of 
the first person singular, moi is the 
only one that can be governed by a 
prep .—Moi is joined to je, by apposi¬ 
tion and reduplication, for the sake 
of emphasis, which in English is 
represented by underlining the pro¬ 
noun, or printing it in italic. In 
French, the reduplication either pre¬ 
cedes the verb or follows it, 142.— 
In the imperative mood, moi is used 
instead of me after the verb,.when 
the phrase is not negative. But when 
the phrase is negative, me , instead of 
moi , is placed before the verb, 241. 

Moiras, less, least.—Adv. Before 
adjectives and adverbs, it denotes 
inferiority in the comparative and 
superlative degrees. — Must be re¬ 
peated before each word which it 
qualifies. 

Mon, my.—Possessive adjective. 
Fern, via; pi. of both genders, mes. 
These three forms correspond to my, 
(16.—The possessive adjective agrees 
in gender and number with the sub¬ 
stantive that follows it. Must be re¬ 
peated before 'each substantive.—Be¬ 
fore a fern, substantive or adjective 
beginning with a vowel or an k mute, 
man is substituted for ma, in order 
to avoid the hiatus, 72. 


Monsieur. —Formed of the pos¬ 
sessive adj. mon, my, and the sub&c. 
sieur, sir. Corresponds to three Eng¬ 
lish words :—to Mr. before a proper 
name ; to Sir, in addressing, a man ; 
to gentleman, in speaking ot a man. 
Its plural is messieurs , 65.—Titles are 
preceded by Monsieur, with the art., 
in emphatic or ceremonious language, 
thus: Monsieur le comte. The posses¬ 
sive adjective before names ot. kin¬ 
dred is preceded by the same epithet, 
thus: Monsieur votre fere, 323. 

Moods. —See Infinitive, Indica¬ 
tive, Conditional, Impekative, and 
Subjunctive. 

Mou, soft.—Fem. molle by exc.— 
Mol is used instead of mou in poetical 
language before a substantive begin¬ 
ning with a vowel. 

Mcudre, to grind.—Irr. v.—Pres, 
part. Moulant .—Past part. Moulu .— 
indicative mood, present tense: Je 
moucls, tu mouds, il moud, nous mou- 
lons, nous moulez, ils moulent .— Im¬ 
perfect tense : Je moulais, tu moulu,is, 
il moulait, nous moulions, vous mou- 
liez, ils moulaient .—Past tense defi¬ 
nite : Je moulus, tu moulus , il moulut, 
nous moulumes, vous moulutes, ils mou- 
lurent .—Future tense, regular.—Con¬ 
ditional mood, regular.—Imperative 
mood: Mauds, maulons , moulez .—Sub¬ 
junctive mood, pres, tense : Que je 
moule, que tu monies, qii’il moule , que 
nous moulions, que vous mouliez, quHls 
moulent .— Subjunctive past: Que je 
moulusse, que tu moulusses, qu'il mou¬ 
lut, que nous moulussions, que vous 
moulussiez, qu'ils moulussent. 

Mourir, to die.—Irr. v.—See p. 
3ol. This verb is always conjugated 
with etre in its compound tenses. 

Mouvoir. to move.—Irr. v.—Pres, 
part. Mou.vant .—Past part. Mu.— In¬ 
dicative mood, pres, tense: Je mens, 
tu mens, il meut, nous mouvons, vous 
mouvez, ils meuvent .—Imperf. tense : 
Je mouvais, tu mouvais, il mouvait, 
nous mouvions, vous mouviez, Us mou- 
vaient. —Past tense definite : Je mus, 
tu mus, il mut, nous mimes, vous 
mutes, ils murent .—Future tense : Je 
mouvrai, tu mouvras, il mouvra, nous 
mouvrons, vous mouvrez, ils mouvront. 
—Conditional mood: Je mouvrais, tu 
mouvrais, ilmouvrait, nous mouvrions, 
vousmouvruz, ils mou vraient .— Imper- 
ative mood : Mens, mouvons, mouvez. 



INDEX. 


3TT 


-—Subjunctive mood, present tense : 
Que je meuve , que tu meuves, qu'il 
meuve, que nous jnouvions, que vous 
mouviez, qu'ils meuvent .— Subjunctive 
past : Que je musse , que tu musses, 
quit mut, que nous muss ions, que vous 
mussiez, quails mussent .— Several of 
these tenses are used only in didac¬ 
tical language. 

Wait re, to be born.—Irr. v.—Pres, 
part. Naissant .— Past part. Ne. — In¬ 
die. mood, present tense: Je nais, tu 
nais , il nait, nous naissons, vous nais- 
sez, its naissent. — Imperfect tense: 
Je naissais, tu naissais, il nai&sai.t, 
nous naissions, vous naissiez, its nais- 
saient ,— Past tense definite : Jenaquis, 
tu naquis, il naquit, nous nuquimes, 
vous naquites, its naquirent .— Future 
tense, regular. — Conditional mood, 
regular. — Imperative mood: Nais, 
naissons, naissez .— Subjunctive mood, 
present tense : Que je naisse, que tu 
naisses, qu'il naisse, que nous naissions, 
que vous naissiez, qu'ils naissent .— 
Subjunctive past: Que je naquisse, 
que tu naquisses, qu'il naquit, que nous 
naquissions, que vous naquissiez, qu'ils 
nuquissent .— This verb is conjugated 
with etre in its compound tenses. 

Ne.—Particle used in almost all 
negative phrases, either alone, or 
joined to some word which in Eng¬ 
lish would be negative by itself; as, 
Ne pas, ne point, not; ne...rien, noth¬ 
ing; ne...jamais, never; ne...que, but, 
only, 5. —When ne precedes a word 
beginning with a vowel or an h mute, 
the vowel e is suppressed, and an 
apostrophe substituted for it, 4.— In 
restrictive or negative sentences, the 
word ne usually precedes the verb, 
and the second part of the negation 
follows it, 61.—In negative sentences, 
ne may be employed alone, and the 
word pas may be suppressed after 
the verbs cesser, oser, pouvoir, and 
savoir, especially when these verbs 
govern an infinitive, 28. 

After plus, moins, rnieux , meilleur, 
autre, and autrernent, in comparative 
)hrases, the word que must be fol- 
owed by the negative ne, particularly 
when the principal proposition is af¬ 
firmative, 271, § 1.—When the princi¬ 
pal proposition is negative, the word 
ne is usually omitted after que, if the 
compared quality is not denied or 


doubtful. But when the quality is 
not taken for granted, the negative 
ne is required in the secondary clause 
of the proposition, 271, § 2. 

In negative phrases, ne invariably 
precedes the verb; it likewise pre¬ 
cedes the object pronoun, if there be 
one joined to the verb, 236. 

Negative.— See Ne. 

N’est-ce pas, is it not?—The 
interrogative form annexed to a prop¬ 
osition, in order to know whether it 
is assented to, varies in English, ac¬ 
cording to the tense and person of 
the verb, and may be expressed in 
as many ways as there are different 
signs or auxiliary verbs. In French, 
this form is invariably n 1 est-ce pas ? 
thus: Fous viendrez, n'est-cepas ? you 
will come, will you not? Vous ne 
viendrez pas, n' est-ce pas? you will 
not come, will you ? Vous venez, n'est- 
ce pas ? you are coming, are you 
not? etc., 170. 

Ni, conj., which corresponds to 
the two words neither and nor, or to 
either and or, with not. The negative 
words pas and point must not be em¬ 
ployed when the conj. ni is repeated 
in a phrase, 190. 

When two or more subjects in the 
singular number are joined by the 
conj. ni, the verb may be made to 
agree with the last subject only, or 
may be put in the plural, 368. 

N’importe. —Is the negative form 
of II importe, It is important, the 
third person sing, of the pres, tense 
of importer, to be important, a verb 
which, in this sense, is only used in 
the infinitive or in the third person 
sing, with the impersonal pron.. il. 
N'importe signifies, No matter, never 
mind, it does not signify, 174. 

Non. —Adv. of negation. It sig¬ 
nifies, no, not. The negative ne, and 
the conj. ni, are only different forms 
of non.—Non is often used for not, 
instead of ne pas, particularly in el¬ 
liptical phrases where the verb is not 
repeated. 

Non plus, neither.—Is opposed to 
aussi, afso, likewise. It is used in 
the negative, when aussi is employed 
in the corresponding affirmative sen¬ 
tences, 336. 

Notre, our.—Possessive adjective 
of both genders, and of the singular 
number. Its plural is nos, likewise 





378 


INDEX. 


corresponding 1 to our, 71.—It agrees 
with the substantive that follows it. 

Notre, ours.—See Le notee. 

Noun.— See Substantive. 

Nous. —Invariable personal pro¬ 
noun, which is sometimes the subject, 
sometimes the direct, and sometimes 
the indirect regimen of the verb. It 
corresponds to we, us, to us, ourselves, 
to ourselves, 121.—When nous stands 
for je or mo/, the adjective, substan¬ 
tive, or participle corresponding to it 
must be employed in the sing., 290. 

Nouveau, new. — Fern, nnuvelle 
by exc .—Nouvel is employed instead 
of nouveau, before a word beginning 
with a vowel or an h mute. 

Nuire, to injure. — Irr. v.— Pres, 
part. Nuisant .—Past part. Nui .—In¬ 
dicative mood, pres, tense : Je nuis , 
tu nuis, il nuit , nous nuisons, vous 
nuisez, Us nuisent .—Imperfect tense: 
Je nuisais, tu nu Isa is, it nuisait, nous 
nuisions, vous nuisiez, its nuisaient .— 
Past tense def. : Je nuisis, tu nuis is, 
il nuisit, nous nuisimes, vous nuisites, 
ils nuisirent .—Future tense, regular. 
— Conditional mood, regular. — Im¬ 
perative mood: Nuis, nuisons, nuisez. 
—Subjunct. mood, pres, tense : Que 
je nuise, que tu nuises, qu'il nuise, 
que nous nuisions, que vous nuisiez, 
qu-ils nuisent.— Subjunct. past: Que 
je nuisisse, que tu nuisisses , qulil nui¬ 
sit, que nous nuisissions, que vous nui- 
sissiez, quills nuisissent. 

Numbers. — See Plural. — The 
cardinal numbers stand for the ordi¬ 
nal ones, for the sake of brevity:— 
after the names of sovereigns;—be¬ 
fore the names of the months, with¬ 
out the prep, de ; as, le deux septem- 
bre, — Premier, however, cannot be 
replaced by un, 346. 

CE2il, eye.— Is pronounced as if 
spelled (in French) euil .—The plural 
is yeux .—The word oeil is sometimes 
used to denote other objects than the 
organ of sight, in which case its pi. is 
often formed regularly ; as, Dts oeils- 
de-boeof, circular windows, or bull's- 
eyes. 

OlFrir, to offer.—Irr. v.—Present 
part. Off rant .—Past part. Offert. — In¬ 
dicative mood, pres, tense: J’off re, 
tu offres, il off re, nous offrons, vous 
offrez, ils off rent . — Imperfect tense : 
J'tffrais, tu offr a is, il off raid, nous 


offrions, vous offriez, ils offretient .—- 
Past tense definite, regular.—Future 
tense, regular. — Conditional mood, 
regular. — Imperative mood: Offre, 
offrons , offrez. — Subjunct. mood, pres, 
tense : Que f off re, que tu offres, qu'il 
off re, que nous offrions, que vous offriez, 
qu’ils off rent. —Subj. past, regular. 

Oindre, to anoint.—Irr. v.—Con¬ 
jugated like craindre.— See also verbs 
in inure , 300 . 

OIR.— Termination of verbs which 
are irregular.—Many grammars give 
a model of conjugation in oir ; but 
this model is applicable only to de¬ 
voir, redevoir, apercev<>ir, concevoir, 
decevoir, percevoir, and recevoir, 87. 

OXRE. — Termination common to 
substantives and adjectives, about 100 
of which end in English in ary, 144. 

ON.—Termination. Adj. ending 
in on form their fern, by doubling 
the n, and adding e mute, 85. 

On. — Pron. Indefinite pronoun, 
which generally corresponds to the 
Eng. word one; sometimes to people 
or they; and, moreover, is often ren¬ 
dered in English by a different con¬ 
struction. This pron. is much more 
frequently used in French than the 
word one is in English. It often cor¬ 
responds to the passive form; as, On 
le voyait. he was seen, 24.—A eu¬ 
phonic V precedes on, after et, si, ou, 
que, and qui, to avoid the hiatus, 251. 

The prop, on is generally masc. and 
sing. However, when the sense clearly 
shows that it refers to a woman, or to 
certain persons, it is followed by ad¬ 
jectives, participles, or substantives, 
either feminine or plural, according 
to the sense, 374. 

On retains its nasal sound, even 
when the n coalesces with the initial 
vowel of another word. 

Ordinal numbers.— Formed from 
the cardinal numbers by adding the 
termination ieme, 345. 

©ser, to dare.—In negative sen¬ 
tences, the word pas may be sup¬ 
pressed after os/r, especially when 
this verb governs an infinitive, 28. 

©u. where. — Adv. of place, distin¬ 
guished from the conj. ou, or, by t.lie- 
grave accent over the u. 

©uir. to hear.—Irr. v.—Pres. part. 
Oyunt. — Past part. Oui. —Indicative 
mood, pres, tense: Jois. tu ois, il oit, 
nous oyons, vous oyez, ils oient. —Im- 




INDEX. 


379 


f 

pcrf. tense: J'oyais, tu oyais, il oyait, 
wows oyions , vow*' oyiez, *£? oyaient .— 
Past tense definite: J'ouis, tu ouis, 
owi‘£, wo//,? ou'imes, vous ou'ites , 7/,? 
ouirent. — Future tense: Joirai, tu 
oiras , iZ oim, wo//*' oirons, flows oirez, 
ils oiront .—Conditional mood : t/’oi- 
nm, £w oirais, 7Z oirait, wow.? oirions, 
flows oiriez, i’s oiraient .—Imperative 
mood : 6h’,?, oyons, o yez .—Subjunctive 
mood, pres, tense : 4>w<? /o^V, que tu 
oies, <?w’/7 oie, que nous oyions , 
flow,? oyiez, quails oient. —Subjunctive 
past: Que j' ouisse, que tu t/uisses, ^w’flZ 
owi7, //w£ wows (missions, que vous ouis- 
siez, qu'ils ouissent .—All these forms 
are obsolete.—This verb is only used 
in the infinitive and in the compound 
tenses, with avoir. 

Ouvrir, to open.— Irr. v.— See p. 
215. 


Paitre, to graze.—Irr. v. —Pres, 
part. Paissant .—Past part. jPw (only 
used by falconers). — Indie, mood, 
pres, tense : Je pais , £w ^>wis, <7 
wows paissons, vous paissez, pais- 

sent. — Imperfect tense: Je paissais, 
m paissais, il paissait, nous paissions, 
vous paissiez, ils paissaient .—No past 
tense definite.—Put. tense, regular.— 
Conditional mood, regular.—Impera¬ 
tive mood : Pais, paissons, paissez. — 
Subjunctive mood: Que je paisse, que 
tu paisses, qu'il paisse, que nous pais- 
sions, que vous paissiez, qu’ils pais- 
sent .—No subjunctive past. 

Par, by.—One of the most import¬ 
ant French prepositions. It generally 
corresponds to by; but sometimes 
to through, from , out of, with. The 
choice between de and par, after a 
passive verb, is sometimes a cause 
of doubt, even for the French. In 
general, par 4s more properly em¬ 
ployed when the verb expresses an 


action, 356. 

Paraitre. to appear. — Irr. v.— 
Pres. part. Paraissant. — Past part. 
Paru .—Indicative mood, pres.tense: 
Je parais, tu parais, il pur-ait, nous pa- 
raissons. vous paraissez, iU paraissent. 
—Import*, tense: Jeparaissais, tu pa- 
raissais, dparaissait, nousparaissions, 
vous p< iraissiez, its para issa lent .—Past 
tense definite : Je parus, tu parus, il 
pa rut, nous parum.es, vous parutes, ils 
parurent .— Future tense, regular.— 
Conditional moed, regular.—Impera¬ 


tive mood : Parais, paraissons, pa- 
raissez. —Subjunct. mood, pres, tense: 
Que je paraisse, que tu paraisses, qu'il 
paraisse, que nous par aissions, que vous 
paraissiez, qu'ils paraissent. — Subj. 
past: Que je parusse, que tu parussts , 
qu'il parut, que nous parussions, que 
vous parussiez, qu'ils parussent. 

Parce que, because. — Conjunc¬ 
tion formed of three words : par, by ; 
ce, that; que , which, or tiiat. When 
combined as above, it signifies be¬ 
cause; but when the three words re¬ 
main separate, they retain their ori¬ 
ginal meaning. 

Participles. — All verbs end in 
the present participle with ant. 

The use of the present participle, 
to signify that the action is instanta¬ 
neous, is very uncommon in French, 
31.—The English participle is some¬ 
times rendered by the infinitive, with 
the prep, a, thus: He is studying, Il 
est a etudier. 

The present participle is often used 
as an adjective, in French as well as 
in English.—When used as an adjec¬ 
tive, it follows the rule of the adj., 
and agrees in gender and number 
with tiie substantive. 

The past participle ends with e in 
the first conjugation; with i in the 
second ; and with w in the third. 

Participles form their fern, and pi. 
in the same manner as adjectives.— 
The past participle agrees in gender 
and number with the noun that un¬ 
dergoes the action expressed, pro¬ 
vided that noun is expressed or rep¬ 
resented by a pronoun before the 
participle, 129.—The past part, ete is 
invariable, 260. 

The past participles attendu , excep- 
te, passe, suppose, and vu, are some¬ 
times employed as prepositions, and, 
as such, they precede the subst. which 
they govern, and are invariable. 

Partir, to depart.—Irr. v.—Pres, 
part. Partant .—Past part, regular.— 
Indicative mood, present tense: Je 
pars, tu pars, il part, nous partons, 
vous partez, ils partent. — Imperfect 
tense : Je partais, tu partais, il par- 
tait , nous portions, vous partiez, ils 
partaient.—Vws.X, tense definite, regu¬ 
lar.—Future tense, regular.—Condi¬ 
tional mood, regular.—Imper. mood : 
Pars, partons, partez. — Subjunctive 
mood, pres, tense : Q:ue je parte, que 




380 


INDEX. 


tu partes, quHl parte, qve nous por¬ 
tions, que vous partiez, quHU portent: 
—Subj. past, regular. — Conjugated 
with etre, when it denotes a state; 
with avoir, when it denotes an action. 

Pas. not.— The primary sense of 
pas is step. It acquires a negative 
meaning only when preceded by ne, 
in which case the two words together 
signify not, 5.—In negative sentences, 
the word^xrs may be suppressed after 
the verbs cesser, oser, pouvoir, and 
savoir, especially when these verbs 
govern an infinitive, 28. 

Passive verbs. —Are conjugated 
in French, as in English, with the 
auxiliary verb etre, 150.—The passive 
form, used in English to express that 
something is to be done or under¬ 
gone, is rendered in French by the 
prep, a, followed by the infinitive, 
thus: lie is to be pitied, Rest a plain- 
dre, 181.—The passive form is less 
frequently used in French than in 
English ;*and verbs, which should be 
passive according to the sense, often 
take the reflective or pronominal 
form, 334. 

Past tense definite.— Is formed 
by changing the termination of the 
infinitive as follows :— er into ai , as, 
a, ames, dtes, brent, 25(5 ;—and ir and 
re into is, is, it, imes, ites, irent, 255.— 
This tense represents the action or 
the state from its very beginning; it 
expresses that it has ceased, and that 
the duration of time it occupied has 
elapsed. It is generally proper when 
the English past tense cannot be ren¬ 
dered by meaus of the words was, 
would, or used to, joined to the verb, 
257.—It is particularly used in nar¬ 
ratives. In familiar conversation it 
is often avoided, as stiff and pedantic, 
and the past tense indefinite is sub¬ 
stituted for it. 

Past tense indefinite. —Is the 

only compound tense that requires 
particular notice. It is formed by 
combining the present tense of avoir 
with the past part, of the principal 
verb.—This tense is used, not only 
in speaking indefinitely of any thing 
past, or of an action done at a period 
of time which is not completed, as the 
English perfect tense is used, when 
we say, “ I have finished my letter. He 
has travelled much this year but the 
use of this tense is authorized also in 


reference to that time which is en¬ 
tirely elapsed. It is not, therefore, 
incorrect, as it would be in English, 
to say, “ II a vu son ami hier, He has 
seen his friend yesterday.” 

Past tense of the Subjunctive 
mood.—See Subjunctive mood. 

peindre, to paint.—Irr. v.—Con¬ 
jugated like craindre. —See also verbs 
in ixdre, 300. 

Personne, person.—As a subst., 
personne is always fern., even when 
it is used to denote persons of the 
male sex. 

Personne. —As an indefinite pro¬ 
noun, is always mase. sing., and used 
without an article or any determina¬ 
tive word. With the negative ne, it 
signifies no one, none, nobody. With¬ 
out the negative, it corresponds to 
any one, or anybody. 

Feu. —Adv. corresponding to little 
and few. When followed by a subst. 
it requires the prep, de before the 
substantive.— Peu is also used sub¬ 
stantively, 155. 

Peu de chose, little.—Adverbial 
form, which is masculine. 

Flaindre, to pity.—Irr. v.—Con¬ 
jugated like craindre. —See also verbs 
in ixdre, 300.—When pronominal, 
se plamdre signifies to compbiin. 

Flaire, to please.—Irr. v.—Pres, 
part. Plaisunt. —Past part. Plu.— In¬ 
dicative mood, pres, tense : Je plais, 
tu plais, il plait, nous jplaisons, vous 
plaisez , ils plaisent .— Imperf. tense: 
Jeplaisais, tuplaisais, ilplaisait, nous 
plaisions, vous plaisiez, ils plaisaient. 
—Past tense definite : Jeplus. tu plus, 
il piut , nous plumes, vous plutes, ils 
plurent .—Flit, tense, regular.—Con¬ 
ditional mood, regular.—Imperative 
mood : Plais, plaisons, plaisez. — Sub¬ 
junctive mood, present tense : Que.je 
plaise, que tu plaises, quHl plaise, que 
nous plaisions, que vous plsusiez, qu ils 
plaisent. — Subjunctive past: live je 
plusse , que tu plusses, qu il plut, que 
nous plvssions, que vous plussiez, qv i/s 
plussent. 

Pleuvoir. to rain.—V. irr. and 
impersonal.—Pres. part. Pleuvant .— 
Past part. Plu. —Indie, mood, pres, 
tense: llpleut .—Imperfect tense: 11 
pleuvait .—Past tense definite: ll plut. 
—Future tense: Il pleuvra.— Condi¬ 
tional mood: Il pbvvrait. —No im¬ 
perative mood.—Subjunctive mood, 



3S1 


rs 


pres, tense : Qu'ilpleuve. — Subjunc¬ 
tive pa>t : Quilplut. 

Plural.— The pi. of substantives 
is regularly formed by adding * to the 
singular. 8. — Snbst. ending in s, x, or 
2 , do not change their termination 
in the plural. 8. — Substantives end¬ 
ing in eu and au form their plural 
with x instead of s, 124. — Substan¬ 
tives ending in al form their plural 
by changing this termination into 
aux, 15. The exceptions are: Hals, 
earn avals, regals. 

The following substantives, ending 
in ou , form their pi. with x instead 
of s : Bijou , eailUtu , chou , genou , hibou , 
j<mjou. pou. The other substantives 
in ou form their plural regularly, 8. 

The plural of adjectives, like that 
of substantives, is regularly formed 
by adding g to the sing., 48. — Adjec¬ 
tives ending in * or x do not change 
their termination in the pi., 8. — Ad¬ 
jectives ending in au form their pi. in 
x instead of s, 124.— Adjectives end¬ 
ing in al generally form their pi. by 
changing al into aux, 15. There are 
some exceptions ; as, fatal*, finals , 
nasals. — Participles form their pi. in 
the same manner as adjectives. 

Plus, more, most. — Serves to form 
the comparative of superiority, and 
the superlative, 51. — When in English 
the conj. thin follows, it is rendered 
by que, 53. — Plus must be repeated 
before each adjective, verb, or adverb, 
which it modifies. 

plusieurs. several. — Indefinite 
adj. — Invariable, plural, and of both 
genders. It corresponds to several, 
#>me, and many. It is sometimes 
used as an indefinite pron., 107. 

Plutot. rather. — For the differ¬ 
ence between plutot and plus tot , see 
Tot. 

Poindre, to dawn. — Irr. v. — Con¬ 
jugated like craindre , but scarcely 
ever used otherwise than in the in¬ 
finitive mood and the future tense. 

Point, point, not-. — lias a nega¬ 
tive meaning ou.y when preceded by 
ne. in which case the two words to¬ 
gether signify not, like ne pis. tSe 
j»/int is more emphatically uegative 
than ne pas. 

porter (Se .— One of the most 
important pronominal v. in French^ 
corresponding to to be. speaking of 
the health. — Infinitive mood, present 


tense : Se porter , to be — literally, to 
carry one's self. —Present p>articiple : 
Se portant. — Indicative mood, pres¬ 
ent tense : Je me porte, tu te portes, 
il se porte, nous nous p'/rtons, vous 
tous portez, ils se portent . — Imperfect 
tense : Je me portals, tu te portais, 
il se portait, nous ru/us portions, vous 
vous portiez. Us se portaient . — Past 
tense definite : Je me portal , tu te 
portas, it se porta, nous nous por- 
tames, ve/us vous portales. Us se porte- 
rent .— Futnre tense: Je me porterai, 
tu te porteras, U se portera, nous nous 
porteron* , vous vous porterez. ils se 
porteront . — Conditional mood: Je me 
porterais. tu teporterais , ilseprrterait , 
rums nous porterions, vous vous porte - 
riez, ils se porteraient. — Imperative 
mood : Porto-toi.portons-nous.portez- 
vf/us . — Snbjnnet. mood, pres, tense : 
Que je me porte, que tu te portes , qu il 
se porte, que nous nous portions, que 
vous vous portiez , qu'Vss se portent . — 
Subjunctive past : Que je me portasse, 
que tu teporiasses, qu'il se portal, que 
| rums rums portassions, que vous vous 
portassiez, out its seportassent. 

This verb, like ail pronominal ones, 
takes etre in the compound tenses ; 
Je me suis porte, I have been, etc. 

Possessive case.— There is no 
1 such case in French. When it occurs 
in English, it should be rendered by 
the article and the prep. de. thus : 

! Peter’s book, Le livre de Pierre , 20. 

Possessive Adjectives. — See 
! Adjectives. 

Possessive Pronouns. — See 

Pboxodss. 

Pour.— Prep., corresponding to 
| for, to, in order to. When the Eng 
; lish prep, to, before the infinitive 
j mood, signifies in order to. it is ren- 
i dered in French by p our. 164. 

Pourvoir, to provide.—Irr. v.— 
Conjugated like voir iu tiie pres, and 
I past part., the present and imperfect 
tenses of the indicative, the imp-ni- 
j tive mood, and the pres, tense of the 
subjunctive mood.—Past tense def. ; 
Je pourvus , tu pourvus, il pmrvut, 
nous pourcurnes. vous pourcutes, ils 
i pourcurent. — Futnre tease, regular. — 
Conditional mood, regular. — Past 
tense, subjunet-. inx>d: Que je pour- 
vusse , que tu p-mrvusses, qu it pourvut, 

I que nouspourvussp/ns, que vous pour - 
vussiez, qu itspouro ssent. 



382 


INDEX. 


Pouvoir, to he able.—Irr. v.—See 
p. 248.— In negative sentences, the 
word pas may be suppressed after 
;pouvoir , especially when this verb 
governs an infinitive, 28. 

The absence of an English form 
equivalent to the past part, pu , gives 
rise to different constructions, which 
may all be reduced to a single one 
in French; pu forming a compound 
tense with the auxiliary verb avoir , 
and being followed by an infinitive, 
thus : 11 aurait pu mourir , he might 
have died, 353. 

Premier, first.—See Unikme. 

Prendre, to take.—Irr. v.—See 
p. 104. 

Prepositions. — The principal 
prepositions are : a, apres, attend,u , 
avant, avec, chez, contre , dans, de, 
depuis, derriere, des, devant , durant , 
en, entre , envers, honnis , /tors, malgr'e , 
moyennant , nonobstant , outre, par , 
parmi,pendant, pour , saws, salon, 

sous, suivant , s»r, touchant , tiers, 
a-tus. Those which require particu¬ 
lar notice will be found, each in its 
alphabetical place. 

The prep, a, de , e», must be repeat¬ 
ed before each subst., adj., pron., or 
verb which they govern. The others 
need not be repeated, unless th« regi¬ 
mens have meanings totally different, 
or express contrary ideas. 

Prepositions govern the infinitive 
mood, is the only one that gov¬ 
erns the present participle, 57. 

List of adjectives, with the prepo¬ 
sitions which they govern, 262. 

Present tense.—The use of the 
pres, part., to signify that the action 
is instantaneous, is very uncommon 
in French ; nor is there any such word 
as To or <75/, to give greater strength 
to an affirmation ; so that these three 
modes of expression, He gives, i/e is 
giving, and He does give, have but one 
translation in French: II donne, SI. 

For the present tense of the sub¬ 
junctive mood, see Subjunctive. 

Produire, to produce.—Irr. v.— 
Conjugated like ootduire, 189. 

Pronominal verbs—See Verbs. 

Pronouns.—The Personal Pro¬ 
nouns are: Je, me, moi — Tu, te, toi — 
II, le, Lui, elle, la, soi, se — Nous—Vo us 
— Its, elles, las, eux, leur — En, y .—See 
page 208. 

The personal pronouns, moi, toi , 


lui, elle, soi, nous, voits, •eux, elles, com¬ 
bine with the adj. mime, and acquire 
the following significations: Moi- 
mime, myself; toi-mime, thyself; lui- 
mime, himself, itself; elle-mime, her¬ 
self, itself; soi-mime, one’s self; nous- 
rnime, ourself; nous-mimes, ourselves; 
vous-menie, yourself: vous-memes , 
yourselves ; eux mimes , elles-memes , 
themselves. These pronouns, some¬ 
times necessary to avoid ambiguity, 
may also be used as mere expletives, 
for' the sake of emphasis, 223.-—A 
personal pronoun, used as a subject, 
generally precedes the verb in af¬ 
firmative phrases. It may follow 
it, however, after the words aussi, 
peut-etre, encore, toujours, en vain, da 
moins, au moins , a peine, 98.—The 
personal pronoun precedes the verb, 
not only when it is the subject, but 
also when it is the regimen, whether 
direct or indirect, 241.—The interrog¬ 
ative construction, when the subject 
is a pron., is formed by placing the 
subject after the verb. The verb and 
pronoun in this case are joined by a 
hyphen, 37. —The repetition of the 
subject pron. depends rather on the 
taste of the speaker than on any pre¬ 
cise rule. Yet it may be stated in a 
general way, that the repetition of the 
pronoun is more frequent in French 
than in English, 172. 

In the imperative mood, the per¬ 
sonal pron., which is the regimen of 
the verb, is placed after it, when the 
phrase is not negative. But when the 
phrase is negative, the pronoun pre¬ 
cedes the verb, 241. 

The pronouns l, thou, he, she, it, we, 
you, they, arc rendered by moi, toi, lui , 
elle, nous, vous, eux, elles, after a conj., 
when the verb which they govern is 
understood. But when the verb is 
expressed, the subject pronouns are: 
Je, tu, il , elle, nous, vous, its, elles, 239. 

When the art. le, la, les is substi- 
I tuted for a possessive adj. before a 
I regimen, care must be taken, in order 
to avoid ambiguity, to make use of a 
pron. showing who the possessor is, 
303.—This pron. is an indirect regi¬ 
men, when the subst. is a direct one, 
as in the phrase, Vous lui tatez le 
pouls ; and a direct regimen when the 
subst. is an indirect one, thus: Vous 
le prenezpar la main, 304.—The ne¬ 
cessity of employing a pron. denoting 





INDEX. 


3S3 


who the possessor is, often gives the 
verb the form of a reflective verb, 
thus : Je me tdte le pouls , 305.—The 
pron. showing*who the possessor is, 
may sometimes be the subject, thus: 
J'ai mul au bras , 306. 

The personal pron. which precedes 
voila and void, is the regimen of these 
words, which signify behold. Conse¬ 
quently we say, le voila-, la voila. 
and not il voila, elle voila, 123. 

Tiie Possessive Pronouns are: Le 
mien, la mienne, les miens, les miennes 
—Le lien, la tienne, les tiens, Its Henries 
■—Le sien , la sienne, Its siens, les siennes 
—Le notre, la notre, les not res—Le 
votre , la votre, les vdtres—Le leur, la 
leur , les leurs. 

The possessive pronoun agrees in 
gender and number with the object 
possessed, and not with the possessor, 
as the English pron. does.—The pos¬ 
sessive pronouns are sometimes used 
as substantives, to denote our rela¬ 
tions, friends, or dependants, but only 
in the masculine gender and in the 
plural number, 354. 

The Demonstrative Pronouns are: 
Ce, ceci , cela — Celui , celle, ceux , celles. 

The Relative Pronouns are: Q-ui , 
qm, quoi, dont, lequel, laquelle, les- 
quels , lesquelles, ou, d'ou, par ou. 

The pronominal adj. quel combines 
with the art., simple, or compound, 
and forms— Lequel, laquelle, lesquels, 
lesquelles — Duquel, de laquelle, des- 
quels, dtsquelles—A uquel, a laquelle, 
a uxq u els, a uxq uelles. 

The Indefinite Pronouns are: 
Autre., autrui, chacun, Vun, fun et 
fautre, fun ou fautre, on, personne, 
quelqu'un, quiconqve. 

Each of the pronouns requiring a 
particular mention will be found in 
its alphabetical place. 

Pronunciation.—See Introduc¬ 
tory Lesson, page vii. 

Quand.—Is used as an adv. and 
as a eonj.—As an adv. it means 
or whenever ; as a conj. it corresponds 
to though, even, though even, if even, 
and what though .—When quand sig¬ 
nifies though, it is always followed by 
a v. in the conditional mood. Quand 
must not be confounded with quoique, 
which signifies though, but requires 
die subjunctive mood after it. 

Quant.—Adverb, always followed 


by a, and signifying with regard to, 
with respect to, as to, as for. 

Quatre-vingts, eighty.— The 
final s is suppressed, when quatre- 
vingts is joined to a following num¬ 
ber. 275, 276. 

Que. —Pron. Is either absolute or 
relative. When absolute, it corre¬ 
sponds to what; when relative, it 
signifies, who-m, which, or that. In 
both cases it is almost invariably a 
direct regimen. 

Que. —Connective. Generally cor¬ 
responds to that. Has a great variety 
of meanings besides. When preceded 
by the negative particle ne, it corre¬ 
sponds to the English word but, in 
its restrictive sense of only, save , or 
except .—The English conj. than, after 
the comparative, is rendered by que, 
53.— Que is used for combien, in ex- 
clamative phrases, and corresponds 
to how, how much, and how many. 

Quel.— P ronominal adj., generally 
corresponding to what; sometimes to 
which, 30.—Its fern, is quelle ; its pi. 
masc. quels; and its pi. fern, quelles. 
Is not followed by un, une. m ex¬ 
clamations, when the English word 
xvhat requires a. an, after it, 29. 

Quelque chose, something.— 
Chose is a fern, subst.; but quelque 
chose,, signifying something or any 
thing, is an adverbial form which is 
masc. — When quelque chose, in the 
sense of something or any thing, is 
followed by an adj., it requires the 
prep, de before the adj., which retains 
the masculine termination. 

Quelqu’un. —Indefinite pronoun. 
When used in an absolute sense, that 
is, without any reference to a subst., 
it corresponds to some one, somebody, 
any one, anybody. In this sense it is 
used only in speaking of persons, and 
is always masc. It may take the pi. 
form quelques-uns, but only when it 
is a subject, 357.—When it is not ab¬ 
solute, and refers to a subst., it cor¬ 
responds to srrme and any, and may 
relate to things as well as to persons. 
In this sense it takes the fern, and 
plural forms, quel/n'une, qadques-uns, 
quclques-unes, 353. 

Qu^rir, to fetch.—V. defective.—■ 
Is used only in the infinitive, with 
the verbs aller, venir, and envoyer. 
The French Academy writes querir. 
The other lexicographers are unani- 



384 


INDEX. 


inons in writing querir, with the acute 
accent, as the Academy itself writes 
the derivatives acquerir , conquerir, 
requbir. 

Qui. —Relative pronoun, generally 
corresponding to the English words 
ivho , whom, which, that, and some¬ 
times what. It is also used as an ab¬ 
solute pron., particularly in interro¬ 
gations ; in this case it refers only to 
persons, 82.— Qui, when it is relative, 
that is, when it has an antecedent, 
may be a subject or an indirect regi¬ 
men. When it is a subject, it may 
refer to persons or to things. But 
when it is an indirect regimen, pre¬ 
ceded by a preposition, it refers only 
to persons. The subject is much 
more frequently represented by qui 
than by lequel. 

3X22.—Termination. One of the 
three terminations of the infinitive 
mood of French verbs, 86. 

There are also many French words 
ending in re which have become Eng¬ 
lish, sometimes with the same or¬ 
thography, and sometimes by trans¬ 
posing the final letters, 118. 

SSecevoir, to receive.— Irr. v.— 
Conjugated like devoir , 264. 

Reduire, to reduce.—Irr. v.—Con¬ 
jugated like conduire, 189. 

Reflective Verbs. — See Pro¬ 
nominal, under the head Verbs. 

Regimen.—The subst. which is 
the regimen of a verb generally fol¬ 
lows it.—The personal pron. which 
is the regimen of a verb precedes it 
(except in the imperative mood), 241. 

When several objective pronouns 
precede a verb, le, la, les are placed 
before lui and leur , and after me, te, 
se, nous , and vous, 236. 

In the imperative mood, the per¬ 
sonal pron. which is the regimen of 
the verb is placed after it, when the 
phrase is not negative. But when 
the phrase is negative, the pronoun 
precedes the verb, 241. 

In iuversive phrases, in which the 
regimen precedes the verb, this regi¬ 
men must be repeated in the form 
of a pronoun, which is generally le, 
la, or les, according to the sense, 195. 

The personal pron. which precedes 
voila and voice, is the regimen of these 
words; consequently we say, le voila, 
and not il voila. 


Repentir (Se),to repent.—Irr. v. 

—See page 197. 

Resoudre, to resolve.—Irr. v.— 
Present part. Resolvant .— Past part. 
Resolu, or resous .—Indicative mood, 
pres, tense: Je resous, tu resous, il 
resout, nous resolvons, vous resolvtz, Us 
resolvent .—Imperf. tense: Je resolvais, 
tu resolvais, il resolvait, nous _ rcsol- 
vions, vous resolviez, Us resolvaient.— 
Past tense definite : Je resolus, tu re- 
solus, il resolut, nous resolumes. vous 
resolutes, ils r'esolurent. —Future tense, 
regular.—Conditional mood, regular. 
—Imperative mood: Resous, resolvons, 
resolvez .—Subjunctive mood, present 
tense : Que je resolve , que tu resolves , 
qu il resolve, que nous resolvions , que 
vous resolviez, quails resolvent .—Subj. 
past: Que je resolusse, que tu reso- 
lusses, quHl resolut, que nous resolus- 
sions, que vous resolussiez, quHls re- 
solussent. — The past part, resous is 
used only in the sense of melted, or 
separated into its component parts. 
It has no feminine. 

Restreindre, to restrain.—Irr. v. 
—Conjugated like craindre. See also 
verbs in inure, 300. 

Review. — Of the Article, see 
page 10.—Of the Gender of Nouns, 
page 156.—Of the Formation of the 
PL of Nouns and Adjectives, p. 95.— 
Of the Formation of the Feminine of 
Adjectives, p. 51. — Of the Degrees 
of Comparison, p. 29. — Of the Pro¬ 
nouns, p. 208.—Of the principal Ad¬ 
verbs, p. 300.—Of the principal Prep¬ 
ositions, p. 308. — Of the principal 
Conjunctions, p. 321.—Of the princi¬ 
pal Interjections, p. 329. 

Rien, nothing, any thing.—The 
prep, de must be prefixed to an adj. 
which follows rien, 119, 182. — The 
letters en remain nasal, even when 
the n coalesces with the initial vowel 
of another word. 

Rire, to laugh.—Irr. v.—Present 
part. Riant .—Past part. Ri. —Indie, 
mood, present tense: Je. ris, tu ris , il 
rit , nous rions, vous riez, ils runt .—- 
Imperfect tense: Je rials, tu rials, il 
riait, nous riions, vous riiez , ils riaien t. 
It is regularly formed; but the re¬ 
duplication of the i in the first and 
second persons pi. is to be remarked. 
—Past tense definite: J. . is, tu ris, 
il rit, nous rimes, vous rites, il rirent. 
—Future tense, regular.—Conditional 





INDEX. 


385 


mood, regular.—Imperative mood: 
Bis, rions, ricz. —Subjunctive mood, 
present tense, regular.—Subjunctive 
past: Que je risse, que tu risses, qu'il 
rit, que nous rissions, que vous rissiez, 
qu ’ its rissent. 

Rompre, to break. — V. irr. only 
in the third person singular of the 
present tense, indicative mood: 11 
rompt , instead of il romp. 

Sa, his, her, its.—Fem. of Son. 

Saillir, to jut out.—V. irr. and 
defective.—Used in the infinitive and 
the third persons only.—Indicative 
mood, pres, tense: II saille , Us sail- 
lent. —Imperfect tense: II saillait , ils 
saillaient. —No past tense definite.— 
Fut. tense : II saillera, ils sailleront. 
—Conditional mood: 11 saillerait ils 
sailleraient. —No imperative mooa.— 
Subjunctive mood, pres, tense : Qu'il 
saille, qu'ils saillent. —Subjunct. past, 
regular.— Saillir is regular in the 
sense of To gush out, or of To leap ; 
but is used only in the infinitive and 
in the third persons. 

Savoir, to know. — Irr. v. — See 
page 224.—In negative sentences, the 
word pas may be suppressed after 
savoir, especially when this verb gov¬ 
erns an infinitive, 28. —- “ To know 
how to do a thing,” is generally ex¬ 
pressed in French by Savoir faire une 
chose. The adverb comment, which 
should be the translation of how, is 
usually omitted. Savoir, followed by 
an infinitive, is often used also when 
can or could is employed in English ; 
as, Savez-vous lire t Can you read ? 

Se. —Personal pron. of both gen¬ 
ders and numbers, corresponding to 
himself, herself, itself, one's self, them¬ 
selves, as a direct regimen. It signi¬ 
fies also, to himself, to herself , etc., as 
an indirect regimen.—The elision of 
the e takes place before a word be¬ 
ginning with a vowel or an h mute, 4. 

Sentir, to feel.—Irr. v.—See page 
240. 

Seoir, to sit.—V. irr., defective, 
and obsolete.—The only forms still 
in use are the pres. part, seant, and 
the past part, sis, as a verbal adjec¬ 
tive, meaning situated. See the next 
paragraph. 

Seoir, to be becoming.—V. irr. 
and defective. The infinitive is ob¬ 
solete.—Pres. part, seyant. —This v. 

17 


is used only in the third persons of 
the following tensesIndie, mood, 
pres, tense: II sied, ils sieent .—Im¬ 
perfect tense: Il seyait, ils seyaient .— 
Future tense: Il siera, ils sieront.— 
Conditional mood : Il sierait , ils sie- 
raient.— -Subjunct. mood, pres, tense: 
Qu’il siee, qu’ils sieent. 

Servir, to serve.—Irr. v. — See 
page 829. 

Ses, his, her, its.—PI. of son. 

Si. —Conj. corresponding to if and 
whether .—The elision of the vowel i 
in this word takes place only before 
il and its pi. ils.—Si is also used as 
an adverb, signifying so, so many, so 
much, and sometimes yes, 58.—^tfhen 
the conj. si corresponds to the Eng¬ 
lish word if, and signifies supposing 
that, the verb that follows the conj. 
is used in the pres, tense of the in¬ 
dicative, with the correlative verb of 
the phrase in the future ; or the conj. 
is. followed by the imperfect tense, 
with the second v. in the conditional 
mood. But when si corresponds to 
the English conj. whether, and ex¬ 
presses doubt, it may be followed by 
the conditional mood or the future 
tense, according to the sense of the 
sentence, 188.— Si, as an adverb of 
comparison, must be repeated before 
each adj. or adv. which it modifies. 
In English, after the adv. so, the word 
a is placed between the next adj. and 
subst. In French, si is preceded by 
un, une. As for the place of the adj., 
it is often optional, 193.—In negative 
phrases, the adv. so, before the adj., 
the part., or the adv., may be ren¬ 
dered either by aussi or by si. 

Sien. his, hers. — See Le siek. 

Sitot, so soon. —See Tot. 

Some. —Is often rendered by the 
partitive article du, de la, des, 38.— 
When some is the direct regimen of 
a verb, it is rendered by en, placed 
before the verb, except in the im¬ 
perative mood. See page 88. 

Son. —Possessive adj. correspond¬ 
ing to his, her, its, and one's. It is 
masc. and sing. Its fern, is sa, and 
the plural of both genders ses, 50.—It 
agrees in gender and number with 
the substantive that follows it. 

Before a fern, subst. or adj. begin¬ 
ning with a vowel or an h mute, son 
is substituted for sa, in order to avoid 
the hiatus, 229.—In this case, the let- 





386 


INDEX. 


ters on , in son, continue to be nasal, 
though the n coalesces with the next 
vowel. 

Sortir, to go out.—Irr. v.—Pres, 
part. Sortant .—Past part, regular.— 
Indicative mood, pres, tense : Je sors, 
tu sors, il sort, nous sortons, vous sor- 
tez, ils sortent .—Imperfect tense : Je 
sortais, tu sortais, il sortait, nous sor- 
tions, vous sortiez, ils sortaient .—Past 
tense definite, regular. — Fut. tense, 
regular.—Conditional mood, regular. 
—-Imper. mood : Sors, sortons, sortez. 
—Subjunct. mood, pres, tense: Que 
je sorte, que tu sortes, qu'il sorte, que 
nous sortions, que vous sortiez , 
sortent .—Subjunctive past, regular.— 
This verb generally takes etre as an 
auxiliary; avoir may, however, be 
used when sortir expresses an action. 

Souffrir, to suffer.—Irr. v.—See 
page ‘282. 

Subject.—The subject generally 
precedes the v. in affirmative phrases. 
—The subject, when a pronoun, is 
placed after the verb in interrogative 
phrases, 37.—When the subject is a 
subst., in interrogative phrases, it is 
generally placed before the verb, and 
repeated after it in the form of a pro¬ 
noun, 36.—A personal pronoun, used 
as a subject, generally precedes the 
verb. It may follow it, however, after 
the words aussi, peut- etre, encore , tou¬ 
jour s, en vain , du moins, au moins, 
a peine , 98. — The repetition of the 
subject pron. depends rather on the 
taste of the speaker than on any pre¬ 
cise rule. Yet it may be stated in a 
general way, that the repetition of 
the pron. is more frequent in French 
than in English, 172.—When a verb 
refers to several subjects of different 

ersons, the subjects' are summed up 

y the pron. nous or vous , with which 
the verb agrees .—Nous is employed, 
if one of the subjects is of the first 
person ; otherwise vous is the proper 
pronoun. 

Subjunctive mood.—The Pres, 
tense of the subjunct. mood is formed 
by changing the termination of the 
infinitive as follows :—er and re into 
e, es, e, ions, iez, ent •—and ir into 
isse, isses, isse, issions, issiez, issent .— 
The peculiarity of verbs in ir con¬ 
sists in the addition of the syllable 
iss to every person, but the letters 
following this syllable are the same 


as in the other two forms of conju¬ 
gation.—In verbs in er, the three per¬ 
sons of the sing, and the third person 
of the pi. number are similar to the 
same persons of the pres, tense, in¬ 
dicative mood; while in verbs in ir 
and re, the similarity exists but in 
the third person.—In verbs in ir, the 
first and second persons sing, and the 
three persons plural are similar to the 
same persons of the past tense, sub¬ 
junctive mood.—In the three forms 
of conjugation, the first and second 
persons pi. are similar to the same per¬ 
sons of the imperfect tense, 205, 206. 

The Past tense, of the subjunctive 
mood is formed by changing the ter¬ 
mination of the infinitive as follows : 
er into asse, asses, at, assions, assiez, 
assent—-ir and re into isse, isses, it, 
issions, issiez, issent, 207, 208. 

The tense of the subjunctive mood 
is determined by the tense of the pre¬ 
ceding verb. The pres, tense of the 
subjunctive mood is employed aftei 
the pres, and future tenses of the in¬ 
dicative. The past tense of the sub¬ 
junctive is employed after the past 
tenses of the indicative mood, and 
after the conditional. 

The subjunctive mood generally 
expresses that the action of the sub¬ 
ject is wished, wanted, or required 
by another person. It is used, also, 
after verbs which, in a principal prop¬ 
osition, express surprise, admiration, 
doubt, or fear;—after a v. used im¬ 
personally, in such phrases as the fol¬ 
lowing: It is jit, It is proper. It is 
necessary. It is time, It is convenient, 
etc.;—when the verb is subjoined to 
a negative or an interrogative propo¬ 
sition, unless this subjoined verb ex¬ 
presses a positive incontestable fact, 
96 ;—after the following conjunctions 
and connective phrases: Ajin que, a 
moins que, avant que, en cas que, bien 
que, quoique, de peur que, de crainte 
que, encore que, jusqvia ce que, loin 
que, non que, nonobstant que , pose que, 
pour que, pour peu que, pourvu que, 
sans que, si peu que, si tant est que, 
suit que , suppose que, et que, when this 
last expression is only an abbrevi- 
ative form of one of the foregoing. 

Substantives. — In English, a 
subst. which qualifies another subst. 
is generally placed first; as, second- 
watch, steam-boat, etc. In French, the 



INDEX, 


387 


qualifying subst. follows the name 
ot the qualified object, and the two 
nouns are connected by means of a 
prep., generally a or de , or of a com¬ 
pound article, thus: Montre d secondes, 
second-watch; bateau a vapeur, steam¬ 
boat ; pot au Lait , milk-pot; chemin 
de fer ', railway, 307. — Substantives 
denoting titles, qualities, or profes¬ 
sions, which may belong to either 
sex, often produce fern, derivatives, 
by means of the same terminations 
that adjectives take to form their 
feminine, 329.—In compound words, 
those component parts which are 
neither substantives nor adjectives 
are always invariable, 362. — Unin¬ 
flected parts of speech, when acci¬ 
dentally used as substantives, remain 
invariable, 386.—The infinitive mood 
of verbs is sometimes used substan¬ 
tively. In this case, it is determined 
by the article, or by pronouns and 
adjectives, like any other subst., 192. 
—See Genders and Plural. 

SufHre, to suflice.—Irr. v.—Pres, 
part. Sujjisant .—Past part. Sufi .— 
Indie, mood, present tense : Je sujfis, 
tu sufjis, il sujjit, nous sujfisons, vous 
sujjisez , ils sujjisent .—Imperfect tense: 
Je sujjisais , tu sujjisais , il suffsait , nous 
sufis tons, vous svjjisiez, ils sujjisaient. 
—Past tense def.: Je sujjs, tu sufis, 
il sujjit, nous sujfimes, vous svjjites, 
ils sujjirent .—Future tense, regular.— 
Conditional mood, regular.—Impera¬ 
tive mood: Sufis, suffisons , sujjisez .— 
Subjunctive mood, pres, tense: Que 
je sujfise, que tu sufjises, gu'il svjfise , 
que nous sujjisions, que vous sujjisiez, 
qidils sujjisent. —Subj. past not in use. 

Suivre, to follow.—V. irr. only in 
the past part. Suivi; the three per¬ 
sons sing, of the pres, tense, indica¬ 
tive mood: Je suis , tu suis, il suit • 
and the second person singular of the 
imperative mood, Suis .—The rest is 
regular. 

Superlative. — See Degrees of 
Comparison and Adjectives. 

Surseoir, to suspend.—Irr. v.— 
Present part. Sursojant .—Past part. 
Sursis. —Indie, mood, present tense: 
Je sursois, tu sursois, il sursoit , nous 
sursoyons , vous sursoyez , ils sursoient. 
—Imperf. tense : Je sursoyais , tu sur- 
soyais, il sursoyait, nous sursoy ions, 
vous sursoyiez, ils sursoyaient .—Past 
tense definite : Je sursis, tu sursis, il 


sursit, nous sursimes, vous sursites, ils 
sursirent .—Future tense, regular.— 
Conditional mood, regular.—Impera¬ 
tive mood, not in use.—Subj. mood, 
pres, tense, not in use.—Subj. past: 
Que je sursisse , que tu sursisses , qu'il 
sursit , que nous sursissions , que vous 
sursissiez, quails sursissent. 

Ta, thy.—Fern, of ton. 

Taire, not to say.—Irr. v.—Pres, 
part. Taisant .—Past part. Tu .— In¬ 
dicative mood, pres, tense: Je tais , 
tu tais , il tait , nous taisons , vous taisez , 
ils taisent.— Imperf. tense : Je taisais , 
tu taisais , il taisai*, nous taisions , vous 
taisiez , ils taisaient .—Past tense def.: 
Je tus , tu tus, il tut , nous tumes , vous 
tutes , ils turent. —Fut. tense, regular. 
— Conditional mood, regular. — Lu¬ 
crative mood: Tais , taisons , taisez .— 

ubjunct. mood, pres, tense: Que je 
taise , que tu taises , qu’il taise , que nous 
taisions , que vous taisiez , qu’ils taisent. 
—Subjunct. past: Queje tusse , que tu 
tusses , qu'il tut , que nous tussions, que 
vous tussiez , quhls tussent .—With the 
pronominal form, se taire signifies, to 
be silent. 

Tant.—Adverb of quantity, cor¬ 
responding to so muck , as much , so 
many , as many , so far, as far , so long, 
as long, to suck a degree. Before a 
subst. it takes the prep, de, 155. 

Tantot.—See Tot. 

Te.—Personal pron. of the second 
person sing., and of both genders.— 
it is never hsed as a subject. It is 
sometimes a direct and sometimes an 
indirect regimen, corresponding to 
thee, to thee, thyself, to thyself. It al¬ 
ways precedes the verb, it is one 
of the words, in which the elision of 
the e takes place before a vowel or 
an h mute, 4.—All the observations 
made on the pron. me are applicable 
to te, 217. 

t£ .—Termination. Substantives 
ending in te are very numerous in 
French; most of them have their cor¬ 
respondents in English in ty. They 
are fern., 106.—The following words 
ending in te are masc. by exception: 
Aparte, arrete, benedicite, comite, comte , 
cote, depute, ete, jete, pate, precipite, 
traite, veloute. 

Teindre, to dye.—Irr. v.—Conju¬ 
gated like craindre, 300. 

Tenir, to hold.—Irr. v.—Present 



388 


INDEX, 


part. Tenant .—Past part. Tenu. —In¬ 
dicative mood, pres, tense: Je tiens, 
tu tiens , il tient, nous tenons, vous tenez, 
ils tiennent.— Imperf. tense: Je tenuis, 
tu tenais, il tenait, nous tenions, vous 
teniez, ils tenaient .—Past tense defi¬ 
nite: Je tins, tu tins, il tint , nous 
tinmes, vous tintes, ils tinrent. —Fut. 
tense : Je tiendrai, tu tiendras, il tien- 
dra, nous tiendrons, vous tiendrez, ils 
tiendront. —Cond. mood: Jetiendrais, 
tu tiendrais, il tiendrait, nous tien- 
drions, vous ticndriez, ils tiendraient. 

■—Imper. mood : Tiens, tenons, tenez. 
—Subjunct. mood, pres, tense: Que 
je tienne, que tu tiennes, quHl tienne, 
que nous tenions, que vous teniez, qu’ih 
tiennent. —Subjunctive past: Que je 
tinsse, que tu tinsses, quHl tint, que 
nous tinssions , que vous tinssiez, qu'ils 
tinssent. 

Tenses. — See Present tense, 
Imperfect, Past tense definite, 
Past tense indefinite, Future, and 
Subjunctive mood. 

The compound tenses in French 
are generally formed in the same 
manner as in English, by means of 
the auxiliary v. avoir , 32.—The com¬ 
pound tenses of pronominal verbs are 
invariably formed with the help of 
the auxiliary v. etre , 129.—The major 
part of neuter verbs form their com¬ 
pound tenses with avoir, 146. 

The compound tense To have been, 
or To have been doing, when it de¬ 
notes that a state or an action con¬ 
tinues, must be rendered by the pres, 
tense in French.—As a consequence 
of the preceding observation, when 
the pluperfect tense denotes that a 
state or an action was continuing, it 
is rendered by the imperfect tense. 

Tes, thy.—Plural 'of ton. 

Their. —Their, leur, leurs, 67.— 
Theirs, le leur, la leur, les leurs, 267. 

Tien, thine.—See Le tien. 

To.—a, 17; to the, an , aux, 19.— 
List of verbs after which to, before 
an infinitive, is translated by a, 211 ; 
by de, 212 ; by de or a, 214.—It is left 
out, 213.—When to signifies in order 
to, it is rendered in French by pour, 
164.—See also Chez, 80. 

Toi. —Personal pron. of the second 
person sing., and of both genders. 
It is commonly used as a regimen, 
either direct or indirect, and corre¬ 
sponds to the English pron. thee , or 


to thee. Sometimes it is a subject, 
and signifies thou. —All the observa¬ 
tions made on the pronoun moi are 
applicable to toi, 217. 

Ton. —Possessive adj., masc. and 
sing. Its fern, is ta ; the pi. of both 
genders is tes. These three forms, 
ton, ta, tes, correspond to thy. —This 
adj. agrees in gender and number 
with the subst. that follows it, 71.— 
It must be repeated before each sub¬ 
stantive.—Before a fem. substantive 
or adjective beginning with a vowel 
or an h mute, ton is substituted for 
ta, in order to avoid the hiatus, 72.— 
In this case, the letters on in ton con¬ 
tinue to be nasal, though the n coa¬ 
lesces with the next vowel. 

Tot, soon, early.—When this ad¬ 
verb is joined to the adverbs aussi, 
bien, si, it forms a single word with 
them, thus : aussitot, as soon ; bientdt, 
soon; sitot, so soon, 339, § 2.—It forms 
a similar combination with tant and 
plus, in suppressing the final conso¬ 
nant of these adverbs, thus: tantot, 
plutbt. But plutot is only employed 
in the sense of rather , denoting pref¬ 
erence, and must not be confounded 
with plus tot, sooner, earlier, 339, § 3. 

Toujours, always.—After this ad¬ 
verb, the subject pronoun may follow 
the verb, 98. 

Tout, all.—Adj., subst., pronoun, 
and adverb.—When tout signifies all, 
quite, or entirely, it is an adverb, and 
accordingly remains invariable, ex¬ 
cept when it precedes an adj. of the 
fem. gender, beginning with a con¬ 
sonant or an aspirate h, in which po¬ 
sition it takes the gender and number 
of this adj. for the sake of euphony, 
266.—But it remains invariable be¬ 
fore an adj. beginning with a vowel 
or an h mute. 

Traduire, to translate.—Irr. v.— 
Conjugated like conduire. See p. 162. 

Traire, to milk.—Irr. v. — Pres, 
part. Tray ant .—Past part. Trait .— 
Indicative mood, pres, tense : Je trais, 
tu trais, il trait, nous trayons, vous 
trayez, ils traient .—Imperfect tense: 
Je trayais , tu trayais, il trayait, nous 
trayions, vous trayiez, ils trayaient .— 
No past tense definite.—Future tense, 
regular.—Conditional mood, regular. 
—Imperative mood: Trais, trayons , 
trayez .—Subjunct. mood, pres, tense: 
Que je traie, que tu traies, qujil traie, 




INDEX. 


389 


que nous tray ions, que vous trayiez , 
quHls traient. —No subjunct. past. 

Tr&s, very.—One of the signs of 
the superlative of eminence, 51.—Is 
joined to the word that follows it by 
a hyphen. 

Tressaillir, to start. — Irr. v.— 
Pres. part. Tressaillant. — Past part, 
regular. — Indie, mood, pres, tense: 
Je tressaille, tu tressailles , il tressaille, 
nous tressaillons, vous tressaillez, its 
tressaitlent. —Imperf. tense: Je tres- 
saiUais , tu tressaillais, il tressaillait, 
nous tressailloons , vous tressailliez, its 
tressaillaient. —Past tense def., regu¬ 
lar.—Future tense, regular.—Condi¬ 
tional mood, regular.—Imper. mood: 
Tressaille, tressaillons, tressaillez. — 
Subjunct. mood, pres, tense: Que je 
tressaille, que tu tressailles, 
saille , worn' tressaillions , w-ws 

tressailliez, quHls tressaitlent. —Sub¬ 
junctive past, regular. 

Trop. —Adverb signifying too , too 
much, too many. The p is quiescent 
before a consonant, 155. 

Tu, thou.—Personal pron. of the 
second person singular, and of both 
genders. It is always a subject, and 
generally placed before the verb.— 
The use ot the second person sing, is 
much more frequent in French than 
in English. It generally denotes fa¬ 
miliarity and intimacy. In address¬ 
ing inferiors, it denotes authority. 
In dignified and poetical language, 
the use of this form is the same as in 
English.—The observations made on 
je are applicable to tu, 217. 

Un. — Subst., adj., and pron., sig¬ 
nifying a, an, and one, 9. — Is often 
omitted, 21.—After vingt, trente, qua- 
rante, cmquante, soixante , and mille, 
the numeral adj. un requires the conj. 
et before it, 157. — In English, after 
the adverbs so, as, too, and how, the 
word a is placed between the next 
adj. and subst. In French, the first 
three of these adverbs, rendered by 
si, aussi, and trop, are preceded by 
un, une. As for the place of the ad¬ 
jective, it is often optional, 193.—The 
adverb how, in French comment or 
combien, cannot be joined to un, and 
requires a different construction or a 
different expression, 194.— Un retains 
its nasal sound, even when the n co¬ 
alesces with the initial vowel of the 


next word. — See also L’un l’autre, 
L’un et l’autre. 

Uni5me. first.—The adject, first, 
when it is not preceded by another 
number, is translated by premier, 
premiere; but when preceded by 
vingt, trente, quarante, cinquante, 
soixante, quatre-vingt, cent , ana mille, 
it is rendered by unieme, 187. 

UIH12.—Termination. Common 
to about 100 subst.., which are nearly 
the same in both languages, 151. 

Vaincre, to conquer. — Irr. v. — 

See page 258. 

Valoir, to be worth. — Irr. v.— 
Pres. part. Volant .—Past part. Valu. 
—Indie, mood, pres, tense: Je vaux, 
tu vaux, il vaut, nous valons, vous 
valez, ils valent .—Imperfect tense : Je 
valais , tu valais, il valait, nous nations, 
vous valiez, ils valaient .—Past tense 
definite: Je valus, tu valus, il valut, 
nous volumes, vous volutes, ils valu- 
rent .—Future tense : Je vaudrai, tu 
vaudras, il vaudra, nous vaudrom, 
vous vaudrez, ils vaudi'ont .—Condi¬ 
tional mood: Je vaudrais, tu vaudrais. 
il vaudrait, nous vaudrions, vous vau- 
driez, ils vaudraient .—Imper. mood: 
Vaux, valons, valez .—Subjunct. mood, 
present tense : Que je vaille, que tu 
vailles, qu il vaille, que nous valions, 
que vous valiez, qu'ils vaillent .—Subj. 
past: Que je valusse, que tu valusses , 
qu'il valut, que nous valussions, que 
vous valussiez, qu’ils valussent. 

Venir, to come.—Irr. v.—See 
page 114.—In all the forms in which 
the letters ien are not followed by n, 
these letters are pronounced as in 
bien, rien .— Venir takes etre in its 
compound tenses, 145, 146. 

Verbs. —French verbs are classed 
according to their terminations in the 
infinitive mood. These terminatior 
are, er, ir, and re, 86.—The verbs in er 
are by far the most numerous, and all 
are conjugated lik q purler (see p. 55), 
except envoyer, to send (see Index), 
and alter, to go (see p. 132). Many of 
them are derived from substantives, 
as scier, from scie ; rabater, from robot, 
etc. Others may be formed from al¬ 
most all the substantives ending in 
ation, by changing this termination 
into er, as creer, from creation; accuser, 
from accusation, etc., 112. — Verbs 
ending in cer take a cedilla under the 




390 


INDEX. 


c before the vowels a, 0 , in order that 
the c may preserve the sound of s 
throughout the conjugation, 302.— 
In the conjugation of verbs ending in 
ger , the g is always followed by e mute 
before the vowels a, 0 , 120.—Verbs 
ending in eter and eler double the 
consonant t or l before e mute, 224.— 
The following are excepted : acheter, 
geler, peter, 225.—The verbs ending 
in eter and eler must not be confound¬ 
ed with those in eter and eler; in the 
latter the acute accent is changed into 
a grave accent, without doubling the 
consonant before e mute, 226.—Verbs 
in er, in which the final syllable of 
the infinitive mood is preceded by e 
with an acute accent, change this ac¬ 
cent into a grave one before a syllable 
containing an e mute, 282.—Verbs in 
eger and in eer are excepted, and re¬ 
tain the acute accent in all their forms, 
283.—Verbs ending in yer change the 
vowel y into i before an e mute, 292. 

A great portion of the verbs in ir 
come from adjectives, as rajeunir, 
from jeune ; enrichir , from riche , etc. 
Others, of a different formation, end 
in English in ish, as perir, to perish ; 
punir , to punish, etc.—The syllable 
188 , incorporated into the termina¬ 
tions of several tenses and persons, 
characterizes the conjugation of the 
verbs in ir, and forms the principal 
difference between these verbs and 
those in er, 94.—The radical irregu¬ 
lar verbs in ir are: acquerir, assaillir, 
bouillir , courir, couvrir, cueillir , dor- 
mir, failUr, ferir,fleurir,fuir, gesir, 
hair, mentir , mourir , offrir, ouir, ou- 
vrir, partir , se repentir, saillir, sentir, 
servir, sortir, souffrir, tenir, tressaillir, 
venir, vetir, and all the verbs in oir. 
Each of them will be found in its 
alphabetical place.—Many gramma¬ 
rians make a particular class of the 
verbs in oir , but their model of con¬ 
jugation is applicable to seven verbs 
only, 87.—The verbs in re have some 
of their tenses formed in conformity 
with those in er, and some with those 
in ir; so that there are indeed but 
two forms of conjugation, 102.—The 
irregular verbs in re are: First, all 
those m indre; the conjugation of 
craindre is given in this Index as a 
model.—See also indre .—Secondly, 
the following and their derivatives: 
absoudre , battre, boire, braire, bruire. 


circoncire , clore, conclure, conduire , 
confire, connaitre, construire , coudre, 
croire, croitre, cuire, dire, dissovdre , 
eclore, ecrire, etre, exclure, faire, frire, 
lire , luire, maudire, mettre, moudre, 
naitre, nuire, paitre, paraitre, plaire, 
prendre, resouare, rire, rompre, sourd- 
re, sujffire. suivre, taire , traire, vaincre, 
vivre .—Each of them will be found in 
its alphabetical place. 

The derivatives of irregular verbs 
are generally conjugated like their 
radicals, 104.—Active verbs are con¬ 
jugated with the auxiliary verb avoir 
in their compound tenses.—Passive 
verbs are conjugated with the .aux¬ 
iliary verb etre. 

There are about 600 neuter verbs 
in French, of which above 550 are 
conjugated in their compound tenses 
by means of the auxiliary verb avoir. 
Among the remainder, some take 
either etre or avoir, according as they 
express a state or an action, and the 
following invariably require etre :—• 
Alter, arriver, choir, deceder, eclore, 
mourir, naitre, tomber, venir, devenir, 
intervenir, parvenir, revenir , 146. 

Many verbs which become neuter 
or passive in English, remain active 
in French with the reflective or 
pronominal form, 334.—A pronomi¬ 
nal verb is conjugated with two pro¬ 
nouns of the same person, both placed 
before it except in the imperative 
mood, the first being the subject and 
the second the regimen. The corre¬ 
sponding pronouns for each person 
are : Je me, tu te, il se, nous 'nous, vous 
vous , ils se, elles se, 128.—Among the 
French pronominal verbs, some are 
accidentally so, and others are in¬ 
variably conjugated with a double 
pronoun. The former are called ac¬ 
cidental, and the latter essential pro¬ 
nominal verbs. The accidental pro¬ 
nominal verbs, by taking this form, 
express that the same person is at 
once the subject and the object of the 
action; or, that the action is recip¬ 
rocal;— or, they correspond to the 
English neuter form. The number 
of these verbs is unlimited. As to 
the essential pronominal verbs, a list 
of them is given under No. 167.:—An¬ 
other list, under No. 168, is given ol 
verbs which are not essentially pro¬ 
nominal, but which require a particu¬ 
lar mention, on account of the differ- 




INDEX. 


391 


ent meaning which they acquire by 
being used in the pronominal form. 

The idea of a reciprocal or mutual 
action, expressed in English by add¬ 
ing the pronouns each other or one 
another to the verb, is rendered in 
French by the pronom. form, which 
is likewise employed with reflective 
verbs; the only difference being that 
reciprocal verbs of course are only 
used in the plural number. When 
the rest of the construction does not 
clearly show the sense, ambiguity is 
avoided by the addition of the pro¬ 
nouns Vun Vautre, les uns les autres, 
when the action is reciprocal; and 
nous-memes, vous-memes, eux-memes , 
elles-memes, when it is reflective, 178. 

The compound tenses of pronomi¬ 
nal verbs are invariably formed with 
the help of the auxiliary v. e.tre, 129. 

The passive form is less frequently 
used in French than in English ; and 
verbs, which should be passive ac¬ 
cording to the sense, often take the 
reflective or pronominal form in 
French, 334. 

List of verbs which govern other 
verbs in the infinitive mood, without 
a prep., 213. — List of verbs which 
govern the infinitive mood with the 
prep, a, 211. — List of verbs which 
govern the infinitive mood with the 
prep, de, 212. — List of verbs which 
govern the infinitive mood with either 
d or de, 214.—See also Participle. 

Very.—When this word precedes 
an adj. or an adv., it is rendered by 
tres, lien, or fort; but when it pre¬ 
cedes a subst. it is generally rendered 
by meme, placed after the subst., 333. 

Vetir, to clothe.—Irr. v.—Pres, 
part. Vetant .—Past part. Vetu. —Indie, 
mood, present tense: Je vets, tuvets, 
il vet, nous vetons, vovs vetez, Us veUnt. 
—Imperfect tense: Je vetais, tu vetais, 
il vetait, nous vetions, vous vetiez, Us 
vetaient.— Past tense def., regular.— 
Future tense, regular.—Conditional 
mood, regular. — Imperative mood: 
Vets, vetons, vetez .—Subjunct. mood, 
pres, tense : Que je vete, que tu vetes, 
qu'il vete, que nous vetions, que vous 
vetiez, quHls vetent .— Subjunct. past, 
regular. 

Ving-t, twenty.— Vingt takes the 
mark of the pi. only when preceded 
by another number which multiplies 
it, as in quatre-vinqts , eighty, 275.— 


But when it is followed by another 
number, it is invariable, thus: quatre- 
vingt-trois, quatre-vingt-dix, 276. 

Vivre, to live.—Irr. v.—See page 
318. 

Voici. —See Voila. 

Voil&. —Is a contraction of two 
words : vois, the second person sing, 
of the imperative mood of voir, to see, 
to behold, and la, there; so that its 
literal meaning is, hehold there. There 
is a corresponding word, voici, which 
is also in frequent use; it is a con¬ 
traction of vois id, behold here.—- 
T^se expressions correspond to there 
flp there are, here is, here are, this is, 
that is, these are, those are, or behold .— 
The personal pron. which precedes 
voila and voici is the regimen of these 
words; consequently we say, le voila, 
la voici, la voila, la void, there he is, 
here he is , and not il voila, elle voila, 
123. 

Voir, to see.—Irr. v.—See p. 122. 

Votre, your.—Possessive adj. of 
both genders, and of the sing, num¬ 
ber. Its plural, likewise of both gen¬ 
ders, is vos. These two forms corre¬ 
spond to your, 71. 

Votre, yours.—See Le votre. 

Vouloir, to will. — Irr. v. — See 
page 86.—This v. is much more fre¬ 
quently used than its English equiv¬ 
alent, to will. It often corresponds to 
the verbs to want . and to tvish .—The 
absence of an English form equiva¬ 
lent to the past part, voulu gives rise 
to different constructions, which may 
all be reduced to a single one in 
French : Voulu forming a compound 
tense with the auxiliary v. avoir, and 
being followed by an infinitive, thus ; 
Il aurait voulu alter, He would have 
gone, He would have liked to go, 
He wished to go, 353. 

Vous. —Invariable personal pron., 
which is sometimes the subject, some¬ 
times the direct, and sometimes the 
indirect regimen of the verb. It cor¬ 
responds to you, yourself, yourselves, 
to you, to yourself, to yourselves , 121. 

W.—This consonant occurs in a 
few words borrowed from foreign 
languages, and is pronounced as in 
English.—The letter g in French is 
sometimes substituted for w in words 
which have the same meaning and the 
same origin in both languages, 349. 



392 


INDEX. 


£.—Termination. Adjectives end¬ 
ing in x form their fem. by changing 
x into se, 64.—Adjectives and sub¬ 
stantives ending in x do not change 
their termination in the pi., 8, 43. 

Y.—Is sometimes an adverb and 
sometimes a pronoun. As an adverb 
it corresponds to there , or thither, 
and denotes a place.—As a pronoun, 
it is of both genders and numbers. 
It signifies to that, to him, to her, to 
it to them, or in that , on that. It is 
more especially used in speaking of 
things, and very seldom refers^p 
persons, 116. — Whether used as an 


adverb or a pronoun, it precedes the 
verb in all the moods, except the 
imperative, 117. 

1TX2R.—Termination. Verbs end¬ 
ing in yer, change the vowel y into i 
before an e mute, 292.—In these verbs 
the y is followed by i in the first and 
second persons plural of the imper¬ 
fect tense, indicative mood, and in 
the same persons of the pres, tense, 
subjunctive mood. 

Yeux.—Plural of ml, which see. 

Z. — Termination. Substantives 
ending in z do not change their ter¬ 
mination in the plural. 8. 


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